The Study Of Application Of Formative Assessment In English Teaching In Primary School

The new English language curriculum standard (2001) requires developing the quality education to help the students making comprehensive development. The new English curriculum standard suggests teachers should combine formative assessment with summative assessment, when they want to evaluate students. When making assessment, we should focus on both the process and the outcome of the students, and build the perfect education assessment system. Also according to the new English language curriculum standard, to keep students’ interest in learning English and help students to master language skills are important aims in primary school in China. Therefore, how the teachers apply the formative assessment in classroom teaching is a core topic in this thesis.In this study, the case is No.6primary school in Ordos’s Zhungeer banner, where English classes begin from grade three, and the subject selected in this study are ten students from two almost equal level classes. The researcher uses interviews and classroom observation in this study, and combines the students’classroom performance, the teacher-student interaction and the teacher’s comprehensive evaluation in order to make a fair-minded assessment in English teaching and learning. Finally, the hypotheses will be validated by the differences that contrasted by the subjects.The thesis consists of five chapters. The first one is a preface exploring the status quo of the students and the current evaluation system so as to emphasize the necessity of formative evaluation. The second chapter introduces some terms and concepts concerning formative evaluation. By a review of the historical and contemporary issues related to education assessment at home and abroad, and making a literature review of the theory. Chapter Three describes the implementation and application of formative assessment in Primary English teaching, including evaluation principles, methods, content and tools, procedures and so on. Chapter Four analyzes the statistical results and expounds the enlightenment of the research. Some findings, limitation and implication are put forward in the last chapter together with problems appearing in the process of the practice of formative assessment and certainly some solutions to the problems.In the conclusion, the author summarizes that formative assessment can promote the interests of learning, and facilitate the students’language skills; however, in order to build a scientific and suitable evaluation system, which is catering for the students, we need the help from teachers, educators and the society.