Formative Assessment Of English Learning Of The Students In Art Senior High School

At present, with the implementation of new curriculum reform, formative assessment gets more and more attention in senior English teaching in China. In traditional assessment methods, summative assessment is the main tread and has a great influence. Students’grades are regarded the last results, learning process, emotional attitudes, values and abilities are neglected. Besides summative assessment, teaching assessments are supposed to attach importance to formative assessment. The National English Curriculum for Senior High Schools emphasizes that assessment is one of the most important constituent parts in English courses. Assessment systems are supposed to be made up of by formative assessment and summative assessment. Multiple assessment system consists of formative assessment and summative assessment that is the main aim of the new curriculum reform. This research tries exploring the implementation of formative assessment in English teaching in art senior high school so as.to offer some valuable information for the other art students’English teachers and hope to be helpful to English teaching reform for art students’English learning.Referring to the application theories of formative assessment at home and abroad, the author made an experimental research on English teaching in formative assessment in a private art senior high school. Firstly, the author made a questionnaire survey in the experimental class and the controlled class in order to know the students’learning situations. Secondly, many kinds of basic formative assessment methods were put in to use in the experimental class, such as portfolios, classroom observation, interviews so as to have a tentative exploration of effective formative assessment methods. Thirdly, the author made a post-questionnaire in the experimental class and had a post-test in both classes so as to analyze students’changes after the experiment. Finally, the author summarized the main research findings and gave some suggestions on English teaching in art senior school students.The results of the experimental show that formative assessment is able to increase the interest of the art students greatly in learning English, making more students take an active part in classroom activities, what’s more, it also enhances the students autonomy in learning English, helping experimental class’students make great progress in the post-test contrasting the controlled class’students’ grades. In addition, in the experiment it improves the relationships between the teacher and students who could get on well with each other than before. The application of formative assessment relatively improves art students’English learning strategies. At the same time, there are some limitations in the practical application of formative assessment. Teachers and students need to spend much more time and energy to complete the assessment methods, which is likely to limit the range of formative assessment using. The author suggests that English teachers and art students should build up confidence to have cooperation to carry out formative assessment. After the experiment, it must produce satisfactory results.