A Study On Formative Assessment In Junior Middle School English Reading Teaching

The New English Curriculum in2001pointed out that “In English teaching process,formative assessment should be used as the main assessment. English teaching shouldfocus on training student’s active learning and build up student’s learning confidence.But there are few researches on formative assessment application in English readingteaching. In the study, the author tried to put formative assessment to English readingteaching. The author tries to use formative assessment to improve students learninginterest and learning ability.Chapter1is an overall introduction of the paper, which mainly focuses on thebackground and significance. In Chapter2, it introduces the definition of formativeassessment，literature review and relevant theories of the research. Chapter3includesthe whole experiment with the assessment instruction and standard. This part tries toverify the two assumptions. In chapter4, the author collects and analyzes the data,discusses the relationship of formative assessment and student’s learning attitude,learning ability, learning strategies and co-operative learning. In the last chapter, there isconclusion, implication and limitation of this study.The study is through68C-level students on how to use formative assessment toimprove their reading ability. The experiment lasts12weeks, including five steps:pre-questionnaire, pre-test, using formative assessment in English reading teaching, post–test and post-questionnaire.From the two questionnaires and data analysis, we can see that formativeassessment has an active effect on English reading teaching. It can improve studentsreading ability, learning interest and develop students learning confidence.