An Action Research On The Application Of Formative Assessment In English Teaching In Senior High School

General Senior High School Curriculum Standards — English(2017 edition revised in2020)pointed out that general senior high school English curriculum should establish a curriculum assessment system that takes students as the main body and promotes students’ comprehensive,healthy and individualized development.Evaluation should focus on and promote the formation and development of students’ core English literacy,adopt multiple evaluation methods combining formative assessment and summative assessment,attach importance to the role of assessment in promoting learning,pay attention to the emotions,motivation and values shown by students in the process of English learning,and guide students to learn to monitor and adjust their English learning goals,learning styles and learning processes.However,in the teaching practice of front-line teachers in senior high schools,there are still problems such as not knowing how to use formative assessment in daily teaching,and believing that formative assessment is time-consuming,laborious and ineffective.Therefore,it is necessary to propose a practical scheme for the use of formative assessment in senior high school English classrooms,and to understand the impact of formative assessment on students’ English learning motivation and learning results.Guided by Constructivism and Humanism,this study attempts to conduct two rounds of action research in four months to answer the following three questions: First,how do teachers effectively conduct formative assessment in senior high school English teaching? Second,what is the influence of formative assessment in senior high school English teaching on students’ motivation towards English learning? Third,what is the influence of formative assessment in senior high school English teaching on students’ English test results? Through questionnaires,interviews and tests,this study applied formative assessment to high school English teaching activities by taking 51 students of a class in the first grade of a senior high school in Zhengzhou as the research participants,so as to understand the impact of formative assessment on students’ English learning.The results of the research show that:(1)The scheme that the author designed,blends formative assessment with three senior high school English teaching activities,like Daily sharing,Student summary,and Teaching assistant groups,supplementing by Class Dojo management system to assess students’ activity performance to activate students’ English learning motivation and improve students’ English learning results;(2)The use of this scheme enhanced students’ motivation towards English learning in Cognitive Level Dimension,Emotional Experience Dimension,and Behavioral Tendency Dimension,to some extent;(3)Under the continuous influence of this scheme,students’ test results had witnessed a considerable rise.The class average score saw a significant increase from 75.43 to 92.09,with22.09% of the improvement rate.