Abstract
Currently, the main way of Chinese foreign language teaching assessment in the middle school is summative assessment. Traditional summative assessment attaches great importance to the result, underrates the process; attaches great importance to the knowledge (especially the knowledge of grammar), underrates the quality; attaches great importance to selection, and underrate the incentive system of students. The educators in the middle school pay too much attention to the final grades of the students, so the students have to urge themselves to study hard to get a good mark. However, the students don’t have too much desire to study forwardly, and that may not be helpful to their development and application of four practical skills. Therefore, the application of formative assessment has become more and more popular in English teaching. This thesis is based on the studies of formative assessment in English. It lays emphasis on the definition, categories, applications of formative assessment in middle school English teaching process. Meanwhile the author provides some feasible application of formative assessment to help educators and educational institution have a better understanding of formative assessment.
Keywords: formative assessment; English teaching; applications;
Contents
Abstract
摘要
1. Introduction-1
2. Literature Review-2
2.1The definition of formative assessment-2
2.2 Current situation-3
2.3 Related Research-4
3. Three categories of formative assessment-4
3.1 Self-assessment-4
3.2 Peer-assessment-5
3.3 Teacher-assessment-5
4. Ways of formative assessment-6
4.1 Portfolios-6
4.1.1The participation of students-7
4.1.2 The participation of peers-9
4.1.3 The participation of parents-9
4.2 Warming up activities before class-9
4.3 Record of students’ performance during the class-10
4.4 Homework after the class-11
4.5 Periodical assessment after the whole unit-11
5. Conclusion-12
