An Applied Research On Formative Assessment In Senior High School Oral English Teaching

With the implementation of the new English curriculum standards in senior high school,English Curriculum Standard(2011)has pointed out that "evaluation is an important part of English curriculum.The evaluation system should be a combination of formative assessment and summative assessment,which focuses on both the process and the result of the evaluation,and achieves a harmonious unity of the learning process and outcomes." However,the evaluation model still gives priority to the summative assessment in the oral English teaching of the senior high school,focusing on the ability cultivation of students' individual choice,cloze test and reading comprehension,ignoring the evaluation of students' oral communication ability.This paper is based on English Curriculum Standard which is issued by the Ministry of Education for the latest time,taking test theory as the guidance,pointing to issues such as proposition,grading and implementation.Exploring and then designing one oral program that not only suit for all kinds of high schools,but also effective and feasible.For example,take the form of direct interview,and included in the semester or school year examination project,to fill the gaps in senior high school oral examination.In order to match the large scale of the college entrance examination,and finally deal with the problems of the English oral test in high schools and universities.Make the oral test bring positive backwash effect to the teaching,and promote the realization of the general goal of training the ability of comprehensive utilization.The author started from the new curriculum standards and the current reality of English classroom evaluation methods in senior high school,and based on the constructivism theory,multiple intelligence theory and second language acquisition theory to put forward some opinions and suggestions for the practice of our current oral English teaching in senior high school.After the unremitting efforts of domestic and international education experts,formative assessment has achieved some certain results,however,it is just started in the specific area of oral English teaching.The study has tried to analyze and research the following questions by this paper:1.What is the reason that formative assessment can improve oral English teaching in senior high school?2.What methods of formative assessment can improve senior high school students' oral English ability?3.What factors are influencing the formative assessment in senior high school oral English teaching?This research has selected 60 students in two natural classes of Dalian No.62 High School in Liaoning province as the research subject,and divides them into experimental class and control class.During the research,the experimental class has used formative assessment to evaluate,while control class still used summative assessment in class.On this basis,the author used the comparative experimental method to carry out the formative assessment on oral English teaching for the period of three months.The author made a questionnaire and pre-test about the oral competence of two natural classes before the experiment,and explained the knowledge and requirements of formative assessment to the experimental class in detail after finishing the questionnaire.And then,after the experiment,the author made the post-test of the two classes.After the pre-test,post-test,and the questionnaire,it can be seen that before the experiential,the students' oral competence of two natural classes had no significant difference,however,because of the effect of formative assessment,comparing to the control class,the oral competence of experimental class students has made a corresponding progress,and as the same time,the usage of formative assessment also has improved the students' learning interest and motivation in oral English learning.Through the relevant research and analysis,it has showed that the formative assessment can promote the senior high oral English teaching to some extent,and it can help enhance the senior high school students' oral English learning interest so as to improve the achievements of oral English.The author hope that the front line teachers can realize the functions of formative assessment in oral English classes by this research and collect massive power to carry out the formative assessment in a better way.