On The Application Of Formative Assessment To English Reading Teaching In Senior High School

Evaluation is one of the most important parts of the educational process.Since its introduction into China,especially with the reform of fundamental education curriculum in the early 21 st century,the formative evaluation has become a focal point for teachers,educational managers and scholars alike.The formative evaluation has made great progress,which has resulted in rapid progress in manners of evaluation and management in public education and instruction in China.It has already been one of the important ideas of the contemporary education evaluation,and the humanistic notion of education is sufficiently demonstrated.The importance of English reading,particularly in the early stages of education,is highlighted by the fact that reading is a fundamental skill for students.However,due to the examination-oriented evaluation,the summative assessment based majorly on student scores is applied to evaluate student general reading skills in middle schools in China,which does little help to the student English reading comprehension competence.Enlightened by this,this article ventures to integrate the formative assessment into English reading teaching for high school students,exploring how formative assessment influences English reading attitudes and abilities of high school students,in order to enhance their reading comprehension aptitude.In this study,four months of educational experiments are carried out and 80 high school students are arranged to participate in the experiments.There are 40 students in the experimental group and the control group respectively.This research seeks to find potential answers to the following two questions:(1)Will formative evaluation improve high school students’ attitudes towards English reading or not ?(2)Will formative evaluation affect high school students English reading performance?As demonstrated in the data analyses,(1)formative evaluation enables high school students to improve their attitudes towards the English reading practice: according to the study,33% of students are confident in reading learning before the experiment,and this percentage is 69% after the experiment.(2)formative evaluation is propitious to promote English reading aptitudes of the student: 75% students believe that formative evaluation can enhance their reading skill,improve their reading efficiency,and help them to develop English reading skills.Experimental data analyses indicate that formative evaluation can enhance students’ reading comprehension,change their attitude toward learning English.Their confidence in reading English and learning English can also be promoted.It is practicable and effective to apply the formative evaluation to the English reading education.Based on theoretical foundations of the Constructivism,Feedback theory and Multiintelligence and the above research results,the paper submits some related suggestions for English reading teaching and learning : firstly,English teachers are supposed to apply formative evaluation to reading education to improve the efficiency of the English reading classes;students accordingly provide positive feedback and increase reading comprehension.Secondly,teacher should choose the methods and tools of formative evaluation flexibly,formative evaluation is supposed to adopt self-evaluation,peer evaluation,and teacher evaluation and other assessment criteria in the English class,which can increase confidence and interest in their English learning.Finally,teachers should pay timely attention to the evaluation process and feedback in English reading teaching of formative assessment.For teacher to adjust teaching methods,for the students to improve their English reading skills and promote their comprehensive language skills.