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Formative assessment in high school English teaching in the implementation of a feasibility study.doc

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Formative assessment in high school English teaching in the implementation of a feasibility study

Formative assessment in high school English teaching in the implementation of a feasibility study Teaching evaluation is an important part of teaching activities, however, the current teaching evaluation can not be good to stimulate students interest in learning English. In this paper, in teaching on the formation of concrete implementation of the evaluation proved formative assessment in high school English teaching effectiveness and feasibility of and to further explore the formative assessment and summative assessment of the combination that gives good results and the existingIssue. Keywords: formative evaluation summative assessment of English teaching 1 Introduction Educational Evaluation is like fire and water, using them properly can be Tametoshi, improper use can damage (Grant Wiggins, 2005 2). Teaching in school activities, has a leading role in the teaching evaluation is an important part of teaching and learning activities, not only to play inspire advanced spur the role of backward, but also for the students to establish achievable goals (Tian-style country, 2001,6) . In 1967, the United States Harvard University, Scriven ((M. Scriven) in his “evaluation methodology”, a book made Formative assessment, that is, the process of evaluation, it “through the diagnosis of education programs or projects or activities in the education process problems, for the ongoing educational activities to provide feedback to improve the quality of the ongoing evaluation of educational activities” ( Chen ravioli, 1999, 12). Following Scriven, the Bloom will first introduce the evaluation methods classroom teaching, put forward the mastery learning teaching strategies, and achieved remarkable results (Jindi, Wang Gang, etc., 2002,6). Second, of the problem For a long time, China’s assessment of foreign language teaching methods over-reliance on summative assessment, both in order to test scores as the ultimate judge of the standard, which is no