A Study On The Formative Evaluation In English Teaching At The Middle School Level

As Chinese economic rapidly developing, and strengthen of information andglobalization, China increase the need of high quality English talents. Basic Englishteaching is key link of cultivating and exporting English talents. Meanwhile,students’ achievement assessment is the key factor which can affect our Englishreform. So, our education department publishes the English Standards of Full-timeObligation Education. It rise that teachers should emphasis on expressing developingfunction of English achievement assessment for students, teachers and school. Andassessment system should include formative assessment and summative assessmentand give first place to formative assessment. However, at present, our Englishteaching of junior high school still adopt simple summative assessment, having somany problems. This study research the implementation actuality of formativeassessment through classroom observation, questionnaire survey and interview. Theresult shows that English teachers have troubles with assessment of idea, contents,methods, main body and result feedback. After analysis and discussion on thoseproblems, this research combine the characteristics of formative assessment and theprinciples to come up with countermeasures and proposals for formative assessment,including set up scientific assessment idea, expand assessment contents, use multipleassessment approaches, add assessment subjects, enhance quality of feedback andreasonably use them. In addition, this research specially proposes some suggestionsfor education department and school.