The Practical Research Of Formative Assessment’s Influence On English Speaking And Listening Of Junior Middle School Students In Grade One

English reformation is fermenting all around China. But what should the formers do? Or which parts need reform? All these questions require to be solved. Recent years, the reformation of teaching assessment has arose the interests of most English educators. First of all teaching assessment is a very important part in English teaching. As we all know that since the ancient time, the Chinese traditional assessment like the imperial examinations till now the college entrance examination, the mid-term exam, the final exam etc. All those examinations are summative assessment. What is summative assessment? It aims to assess the results of a lesson, that is mean to judge the effect of lessons after a series of teaching activities or after a unit, a module and a semester. Another goal of summative assessment is to evaluate the learning quality and make some conclusions. After years of practice, we can easily found that summative assessment did not give us so much effects as we expected in English teaching. More likely it pays more attention to the result of learning, not the process of learning. Many times, it just judge a learner’s learning quality according to a piece of paper. However, those problems have arose the English educators’ attention, and then another kind of assessment has been imported, that is formative assessment. Compared to summative assessment, formative assessment pays more attention to the learning process, observe learners’ learning process, record and have some reflections. We can make it come true through questionnaire, interview, file and so on. The goal of formative assessment is to stimulate students, strengthen their confidence, to help students control the learning process effectively and turn passive learning into active learning.The object is First-year junior high school class 13 and class 16 in Chengdu Shu De Experimental Meddle School and the total students in class 13 are 53,the total students in class 16 are 55. The formative assessment will be put into use in listening and speaking. During the process, pretest, questionnaire, interview, posttest etc. will be used.According to the analysis of the data and the result of pretest and posttest, we can find that formative assessment plays an active role in first-year junior high school English listening and speaking. It can inspire students’ enthusiasm of English learning, improve their English listening ability, strengthen their’ confidence in English learning.