A Study Of Formative Assessment In English Teaching In Secondary Vocational Sports School

English serves not only as an important tool of communication in major international events but also as a common vehicle for global exchanges on the daily basis. As reforms in education accelerates, Secondary Vocational Schools are witnessing experimentation with relevant reforms in myriad aspects of teaching, including the evaluation methods English Curriculum Standards of Secondary Vocational Schools(2009) stipulates that teaching evaluation in Secondary Vocational Schools be conducted with due attentions to such paired factors as summative evaluation and formative evaluation, qualitative and quantitative assessment as well as a combination of teacher evaluation, student’s self-and mutual assessment. However, most teachers in Secondary Vocational Sports Schools rely solely on students’test scores to rate their English learning. With this kind of summative evaluation, teachers frequently ignore students’interests in English learning and are blind to their characteristics as sports school students. As can be expected, such one-sided evaluation frustrated students’learning enthusiasm, discourage their learning initiative, and worse, results in extreme cases where they simply give up English learning. Such results stand in sharp contrast with our objective of raising our student’s English level.Drawing from the insights of the Humanistic Education Theory、Multiple Intelligence Theory and Constructivism Teaching Theory, this thesis,through literature reviews, surveys, questionnaires, and experiments, studies the impact of Formative Evaluation on students’ English learning, including their learning attitude, self-regulated learning ability, learning strategy, team cooperation as well as learning achievements. It is found that a formative evaluation model helps the students of Secondary Vocational Sports Schools to:1) cultivate their positive attitude toward English learning to a certain extent2) improve their ability for self-learning3) improve their ability of using English learning strategies4)enhance their consciousness for teamwork and form a more harmonious relationship with their teachers, but the effect is not obvious5) improve their scoresAided by a general survey of the status quo of the English teaching (especially of modes of evaluation) in Secondary Vocational Sports School, and by an analysis of the causes leading to students’ poor English performances, this study, by focusing on the much neglected area of formative evaluation in Secondary Vocational Sports Schools, hopes to contribute to the search for multidimensional modes of English teaching evaluation in the afore-mentioned schools.