A Survey On The Application Of Formative Evaluation In Senior High School English Teaching

Teaching evaluation is an essential part of the English curriculum,and the scientific evaluation system is an essential guarantee to achieve curriculum objectives.For a long time,the evaluation of English curricula has been dominated by terminal evaluation under the influence of traditional curriculum evaluation theory and test-oriented education.According to the requirements of English Curriculum Standards for Senior High schools(2017 edition revised in 2020),“The evaluation of English courses should reflect the concept of people-oriented education,and the teaching evaluation based on the core quality of English subjects should be based on formative evaluation and supplemented by terminal evaluation,and should pay attention to the diversification of evaluation subjects,the diversification of evaluation forms,the comprehensiveness of evaluation content and the multi-dimensional evaluation objectives.” At present,there is a lot of research on the implementation of formative evaluation teaching strategies in a single type of English classes,while few researches to investigate the application of formative evaluation in multi types of English classes are made and few overall suggestions put forward.Therefore,there is a need to investigate and study the state of application of formative evaluation in English classes of multiple types so as to better under the application of formative evaluation in in senior high school English classroom teaching to make better use of formative evaluation to promote the all-round development of students.To achieve the above goals,mainly three questions have been explored in this study through questionnaire survey,classroom observation and interview,which were mainly conducted in Tongliao No.5 Middle School:(1)How is the application of formative evaluation in senior high school English Teaching?(2)What are the negative factors affecting the application effect of formative evaluation?(3)What improvements can be made to improve the application effect of formative evaluation?The results show that:(1)there are still some problems in the application of formative evaluation in practical teaching,such as single evaluation subject,one-sided evaluation content,monotonous evaluation methods and broad feedback content.(2)The main factors affecting the application level of formative evaluation include external factors such as the backward level of regional teaching development,the lack of attention paid by schools,and internal factors such as the lack of teachers’ cognitive depth and inaccurate role positioning.Based on the above findings,following teaching recommendations for English teachers have been proposed to improve the level of application of formative evaluation:Teachers should clarify and give full play to the dominance of students in English classes and give students more opportunities for evaluation;deepen the core quality of English,comprehensive evaluation of students;enrich English classroom communication activities,enrich evaluation methods;pay extra attention to the applicability and richness of feedback;besides,schools should pay attention to teaching strategies for formative evaluation and strengthen input into the application of formative evaluation in classroom teaching and supervision of the application level.