Investigation And Study On The Implementation Status Of The Formation Evaluation Of High School English In Shannan City

Assessment can lead the direction of the educational practice which makes the study of the educational assessment a very important topic.Formative assessment is one of the most important topics in educational assessment theory.Formative assessment will become the mainstream of teaching evaluation which has reached a broad consensus in the research theory.Since the implementation of a new round of high school curriculum reform in 2010 great changes have been made in the English curriculum system of senior high school.The new curriculum reform put forward a series of requirements on the evaluation system.The evaluation system is required to change in terms of ideas,methods,objectives,content and so on.We should establish a scientific and effective evaluation system to promote the development of students ultimately.Many researchers and scholars in the world think that formative assessment is just the way to promote the comprehensive development of students.Formative assessment not only pays attention to students’ learning outcomes but also pays more attention to the students’ learning behavior and the students’ knowledge acquisition process.Formative assessment is that the students learn in the evaluation and evaluate during the students’ study process and continuous feedback the learning results and improve the methods of learning.In this study,the object of the research is the two high school English teachers and students in ShanNan,Tibet.The author used questionnaires and interviews to study the implementation status in the process of formative assessment in the English teaching from the evaluation method,the multiple dimensions,the content,the goal,the main subject and the feedback.Through the research we found that teachers can realize they should use the formative assessment in the teaching process,but the summative evaluation is still the main status in the process of the implementation evaluation.Formative assessment required the students to be the main subject of the evaluation has not been fully reflected,the planning,implementation,summary and feedback of evaluation depend on teachers too much.The use of formative assessment tool is just a formalization and can not really have the effect of the teaching feedback,promoting the development of the students is very limited.The author analyses the cause of this situation,including environmental factors of Tibet education development,teachers’ own quality factors,teachers’ group of conceptual change factors,restricting factors of the formative assessment itself and the influence of the current college entrance examination baton role and so on.The author will analyze and summarize the research results to find out the problems and solve the problems.The author puts forward some suggestions and feasible countermeasures for the implementation of the future high school English Formative evaluation to prepare for the further study on educational evaluation.This paper puts forward the suggestions and countermeasures,including: through the teachers’ training to promote teachers to change the understanding of formative assessment,strengthen learning to improve teachers’ own quality to correct the understanding of the connotation of the formative assessment.Teachers should pay attention to the diversification and the actual effect of evaluation methods and evaluation tools,letting students become the main subject of the class,the main subject of evaluation,the main subject of learning.We should make full use of the feedback effects of formative assessment to improve students’ learning methods and strategies,etc.