A Survey On The Application Of Formative Assessment In Middle School English Reading Teaching

Among many factors that affect reading ability,evaluation is an in dispensable part.Comparing with traditional summative assessment,more and more teachers pay attention to formative assessment.However,in middle school English teaching,there are limited studies about the application of formative assessment.This paper aims to discuss the current situation on application of formative assessment in middle school English reading teaching.And through the investigation,it will identify the shortcomings and put forward some feasible recommendations.In order to investigate the current situation on application of formative assessment in middle school English teaching,the paper conducts a three-month investigation into the teachers and students in Grade 8 of a certain school in Mudanjiang city by classroom observation,questionnaire and interview.Through the classroom observation,the paper finds out the application circumstances of formative assessment.Through the analysis of the questionnaire,the paper finds out the problems that arise in the application of formative assessment.Finally,through interview,the causes for the problems are found.On the basis of this,the paper provides some suggestions for teachers to apply the formative assessment better in English reading teaching in the future.Through the investigation,the paper finds that in the application of formative assessment,teachers mainly use questioning to evaluate students’ performance,while self-assessment and peer-assessment have small portion,and even worse,feedback and portfolio are not found in the reading teaching.The main reasons for these problems are as follows.Teachers lack awareness of the formative assessment.Traditional assessment will affect formative assessment,etc.Finally,the paper puts forward some suggestions.It hopes that teachers can enhance their awareness of the formative assessment and enhance the diversity of its application.