The Research Of Formative Assessment Of Oral Reading Fluency In Senior School

In 2011, the New Compulsory English Curriculum points out that: English teachers should give priority to formative assessment to raise students’ interest and stimulate their enthusiasm and confidence towards English in the process of teaching. However, the current evaluation system focuses mostly on students’ written achievements; teachers can only acquire the general information of students’ learning. Therefore, the New English Curriculum advocates that formative assessment should be applied to evaluate students’ English learning in combination with the summative assessment, focusing on the results as well as the learning process.The English Reform Commission of Zhejiang province indicates that, the single item choice will be dropped out of the entrance examination to senior high since 2015. Instead, the grammar filling will be adopted to evaluate the students’ language ability as well as sense of language. The cultivation of students’ sense of language and language ability cannot be achieved without oral reading. Oral reading, as an essential aspect of English teaching, is lacking scientific training even being ignored, thus causes the students “difficult to speak”. The cultivation of junior students’ oral reading fluency is not only the requirement of quality education, also the significance of the author’s study.In this research, the author mainly comes up with two questions: What are the factors that affect oral reading fluency? Whether the formative assessment is helpful to improve the students’ oral reading fluency or not, how about other aspects?The author combines classroom teaching with students’ English reading situation, on the basis of the existing researches, to carry out the experiment. The author, during the experiment, uses the formative evaluation questionnaire, classroom observation and daily record, reading portfolio, questionnaire as well as interview etc. At length, the author uses SPSS19.0 software to analyze the experimental data and concludes the factors that affect oral reading fluency and the formative assessment is definitely helpful to improve students’ oral reading fluency even has positive influence on other aspects. Of course, this study is only the preliminary exploration of junior students’ oral reading fluency, it has yet to be modified and perfected in the actual teaching of oral reading.