The Effect Of Formative Assessment On Middle School Students In English Learning

Teaching evaluation, as an important part of teaching activities, not only can help make timely evaluation about the situation of teaching and learning, but also plays a vital role in guiding classroom teaching activities. Scientific evaluation activities promote the realization of teaching goals, and correct application of educational evaluation plays an important role both in facilitating the harmonious and healthy development of students’ cognitive and non-cognitive factors, and in improving education quality.According to the function of evaluation in teaching process, teaching evaluation can be divided into formative assessment and summative assessment. For a long time, under the influence of the traditional education and talent concept, the main mode of English teaching evaluation at middle schools in China is summative assessment. As the summative evaluation is based on students’ test scores, it has undoubtedly strengthened the role of scores to some extent. The society, parents and students have accepted this kind of performance evaluation either actively or passively. For a considerable number of students, their motivation for learning English is exams and further studies. It is obviously difficult to arouse students’ enthusiasm for learning English and keep students’ learning interest through this instrumental learning motivation. Therefore, this kind of evaluation system and evaluation method of emphasizing selection, results and knowledge, while underemphasizing stimulation, process and all-round quality, must be reformed to adapt to the new education situation. Formative evaluation system, which can meet the requirements of quality education, promote students’ constant development and facilitate constant improvement of teaching and perfection of courses, therefore, must be gradually established.The presentation of formative assessment is a conceptual innovation and leap, but the application of current formative evaluation theory on middle school English teaching in China has just started, and all English teachers have not yet formed consensus on this. Therefore, the research of formative assessment theory and practice, based on the current English teaching situation at middle schools in China, must be conducted. It will be of far-reaching significance for a new round of educational reform.According to the quote in “The Compulsive Education Course Reform Guideline(on trial)”on the formative assessment requirements of middle school English Teaching, this paper is to conduct experimental research under the New Curriculum Standard.In the first part, theoretical researches on education assessment and formative assessment are summarized systematically, aiming to sort out theoretical results and research trends about the two assessment methods obtained by domestic and foreign educators and scholars, and form a deep understanding about the concepts, features, classifications and research significance of the two methods. It also provides a deep understanding of the background and significance of the implementation.The second part elaborates the necessity and urgency of implementing formative assessment in English teaching process at middle schools in China under guidance of the New Curriculum Standard and the background of new curriculum reform. It can get deep understanding of the significance of the implementation through compare summative evaluation with formative assessmentIn the third part, assumption about the problems under the influence of formative assessment on students’ English learning is to be put forward first. Then, through the experimental study, this paper will try to determine the specific evaluation content and criteria of formative assessment in the process of English teaching at middle schools, design the corresponding evaluation tools, and collect data to verify the assumption using the most important method in the formative assessment, the portfolio evaluation.The fourth part tries to study and analyze the experimental results to verify the assumption made before the experiment about the influence of formative assessment on language learning, reflect on the implementation process of formative assessment under the background of new curriculum reform and the requirements of New Curriculum Standard, summarize the experimental results.In the fifth part, reflect on the insufficiency and the limitation of this experiment, and provide constructive suggestions and enlightenment for future studies.