Abstract: Aiming at figuring out the deviations of real assessment from the theoretical one, an investigation is conducted, hopefully to work out a way to prevent the deviation. Supported by the relevant theories of formative assessment, the paper expatiates on the definition and types of formative assessment, compares summative assessment with formative assessment, and explores the current situation of the formative assessment of English Teaching in middle schools. The findings of investigation show that the implementation of formative evaluation in middle schools results from several factors like non-established position of formative assessment, the passive role of the students, few and too general feedback. Some suggestions and strategies are put forward to develop the effective implementation of FA at the end of this paper.
Key words: Formative assessment; deviation; suggestions; English teaching
CONTENTS
Abstract
摘要
1. Introduction-1
2. Relevant Theories of Formative Assessment-2
2.1 Definition of Formative Assessment-2
2.2 Types of Formative Assessment-3
2.3 Comparison between Formative and Summative Assessment-4
3. Survey on Current Situation of Formative Assessment in Middle School-4
3.1 Object-4
3.2. Subject-5
3.3. Instrument-5
3.4 Findings and Analysis-5
3.4.1. Current Situation of Different Assessment-5
3.4.2 Understanding of English Teaching Assessment-6
3.4.3 Concrete Implication of Formative Assessment-7
3.4.4. Analysis of Effective Factors-9
3.5. Teachers’ and Students’ Attitude towards Formative Assessment-11
4. Implications and Suggestions-11
4.1. Suggestions for Teacher-11
4.2. Suggestions for Education Administration and School Management-11
5. Conclusion-12
Bibliography.
Acknowledgements
