| In high school English teaching,teaching evaluation can not only regulate and supervise the achievement of teaching objectives,but also judge students' English learning level to guide the direction of the students' learning.After conducting education evaluation reform,high school English teaching and learning evaluation system has produced obvious changes.Also,New English Curriculum has progressed that the evaluating concepts,methods and contents must be reformed to adapt to the evaluation standards.Therefore,reshaping evaluation subjects,contents,methods and building a targeting,objective and diversified English teaching evaluation system are urgently needed.According to the Ordinary High School English Curriculum Standard(2003),high school English teaching evaluation system should be made up of formative assessment and summative assessment.However,English teaching evaluation is mainlysummative-focused influencing by the exam-oriented education,which is far away from the requirements of the Ordinary High School English Curriculum Standard.This study attempts to find these gaps and try to find out measures to solve them.The study takes the research methods such as questionnaires and interviews and has implemented a series of investigation to survey the application of formative assessment in high school English teaching and learning situation from the dimensions of teachers and students.The results show that teachers and students poor recognition,the lack of diversity,the insufficient of evaluation contents,the unfair and incomplete feedback information are the major existing problems which are mainly influenced by the traditional college entrance examination,teachers poor evaluation qualities and the current formative evaluation system etc.Finally,some specific suggestions are put forward from three aspects: the implementation of formative assessments,high school English teachers,schools and education departments. |
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