A Case Study Of Formative Assessment In High School English Class

Assessment is a very important part in English Teaching. It is a kind of method to acquire and process the evidence of validity among students and teaching. In China, the summative assessment has been used to assess students in English class for a long time. And the school, teachers, students and parents are paying more attention to the test scores. It is unfair and one-sided to only emphasis the results rather than the process of learning. It affects students’ confidence of learning and ignores the student-centered learning mode. In the English class standard of the ordinary high school(Experiment), it requires that the assessment system should be diversification and pay attention to the application of formative assessment in English teaching. It also makes more and more people pay attention to the formative assessment in teaching.In this thesis, the author takes 48 students and the class’ English teacher, also the class teacher in Northeast Yucai senior high school in Class eight, Grade two as the research object. The author studies the application of formative assessment in senior high school English class through interview, questionnaire and four months’ classroom observation. After analysis and research, the results show that the implementation of formative assessment in Class eight, Grade two in English class and the effects for students learning of formative assessment.In first part of this thesis, the author made an introduction of background, significance and the structure of this thesis. Chapter Two is literature review of education assessment and formative assessment. Chapter Three introduced the research questions, subjects, instrument and data collection and analysis. In Chapter Four, the author made the results and discussion of the research questions. And the last part of this thesis, the author made a conclusion of this study.Based on the results of this research, the author mainly wants to enlighten teachers that the English teaching can not only use the summative assessment, but also pay more attention to the use of formative assessment. Teachers should master the methods and skills of formative assessment. They can not only make the students learn English well, but also make students willing to learn English.