An Experimental Study On Formative Self- Assessment In Improving High School Students' Meta-cognitive Strategy In English Reading

With the deepening of English curriculum reform,teaching assessment plays an important part in English curriculum.Many schools and teachers emphasize the final standardized examination results,but ignore the evaluation of students' creativity and initiative that related to the learning process.The assessment of English curriculum should emphasize the development of students' core literacy of subjects,and monitor the teaching and learning process effectively by adopting scientific and reasonable evaluation.On the basis of English discipline core literacy competency,teaching assessment should adopt formative assessment supplemented by summative assessment,quantitative analysis combined with qualitative analysis.Besides,English reading is an important part of English teaching in senior high school.The use of reading strategies,especially meta-cognitive strategies,affects the reading efficiency of students in the reading process to a great extent.The purpose of this study is to explore the effects of formative self-assessment in improving the use of reading meta-cognitive planning strategies,monitoring strategies and evaluation strategies in English reading of senior high school students.A four-month experiment was conducted among 87 senior high school students in Shijiazhuang.The experimental class used the formative self-assessment to evaluate the use of reading metacognitive strategies in reading,while the control class adopted the traditional summative assessment.The research tools are formative self-assessment reading meta-cognitive strategy questionnaire,interview and tests.All the qualitative and quantitative data are analyzed with SPSS 19.0.The research results show that formative self-assessment can effectively improve the use of reading meta-cognitive strategies in senior high school students.Compared with control class,the students in experimental class can use formative self-assessment to adjust their plans,monitor and evaluate the use of reading meta-cognitive strategies in the reading process and further improve reading efficiency and gain more confidence and a sense of success.