An Empirical Study On The Effect Of Formative Assessment On Students’ Autonomic Learning Ability In Senior English Teaching

Evaluation plays a crucial role in English teaching.The "2017 Edition of the English Curriculum Standards for Ordinary High Schools" clearly states that teaching evaluation based on English core competencies should focus on formative evaluation,and emphasize the diversification of evaluation subjects,evaluation forms,comprehensive evaluation content,and multi-dimensional evaluation objectives.Formative evaluation should be an indispensable part of English teaching.However,due to the influence of traditional evaluation education methods,many teachers and students still only focus on the accumulation of language and grammar knowledge and do not attach importance to the cultivation of language skills.This has led to passive attitudes towards English learning among students,resulting in low levels of autonomic learning ability.This has also greatly affected the effectiveness of China’s curriculum reform.The passive position of students in English classrooms has not truly changed,and the cultivation of students’ autonomic learning ability has not yet received the true attention of most teachers.Therefore,it is necessary to deepen the use of formative assessment methods in high school English teaching,guide students to pay attention to and attach importance to autonomic learning,and cultivate students’ autonomic learning ability.This study combines the current status of high school students’ English learning and the characteristics of English teaching,with a focus on studying the ability of high school students to learn English autonomically.Formative evaluation is the main evaluation method,including weekly learning plans,pre-class preview forms,classroom performance evaluation forms,weekly notes,and portfolios.Research methods such as questionnaire survey and interview are used,exploring the specific impact of implementing formative assessment in high school English teaching on students’ autonomic learning ability.This empirical study selected 102 students from Class 2 and Class 20 of Xiamen Shuangshi Middle School as the experimental subjects,and divided them into experimental and control classes for teaching empirical research.The duration of this study is three and a half months.Through three stages of pre-experimental testing,teaching experiments,and post experimental testing,the following two questions are explored:(1)What are the impacts of implementing formative assessment on students’ autonomic learning ability?(2)How to effectively implement formative assessment in high school and enhance students’ autonomic learning ability?Through comparative analysis of data before and after the experiment,the author found that(1)Currently,high school students have low enthusiasm for English learning,lack interest in English learning,and have a weak foundation in English,with generally low autonomic learning abilities.(2)After implementing formative assessment,the five dimensions of initiative,reflection,planning,independence,and focus of the experimental class students were significantly improved.Although there was a slight improvement in creativity,the impact was relatively small.However,there was no significant change in the six dimensions among the control class students.(3)Formative evaluation connects learning and teaching procedures before,during and after class through the use of evaluation tools that run through the entire learning process,such as weekly learning schedules,pre-class previews,classroom performance evaluation forms,weekly notes,and portfolios.It integrates teacher evaluation with student and peer evaluations,permeating the entire process of English learning,playing a guiding and supervising role in students’ learning procedure,enhancing students’ enthusiasm for learning English,stimulating their motivation for English learning,cultivating the habit of self-directed learning,and guiding students to reflect and summarize.However,due to limited experimental time and samples,the experimental subjects are also in the critical period of the college entrance examination sprint in their third year of high school,and the implementation of formative assessment process is relatively complex and incomplete,there are still some areas that need to be improved in the experiment.However,overall,this study extends the research on formative assessment and autonomic learning ability in high school,and can provide some reference for teachers to implement formative assessment in teaching.