abstract：At present, English teaching evaluation methods depend so much on summative evaluation in our country.As is known to all, a student’s testing scores are treated as final evaluation criteria in summative evaluation method, so summative evaluation strengthens the function of testing scores.This has resulted in many students learning English only to pa examinations or to go to school.Apparently, this kind of instrumental learning motivation is hard to arouse students’ learning enthusiasm or for them to keep their interest in learning.
In short, to a certain extent, summative evaluation ignores the evaluation on students’ creativity and subjectivity.In recent years, curriculum reform has become a fashion topic and evaluation is becoming more and more important.Formative evaluation, which is called proce evaluation, was advanced by G.F.Scriven in his book the methodology of evaluation in 1976.After G.F.Scriven, Bloom was first to introduce formative evaluation into claroom teaching.With curriculum reform development in our country, a high premium has been place on formative evaluation.
The overall objective of the high school English curriculum is: to enable students on the basis of compulsory education on learning English, to further clarify the purpose of learning English, to develop independent learning and cooperative learning ability; the formation of effective English learning strategies; students overall language proficiency .With the development of China\'s curriculum reforms, the formative evaluation is also more and more attention.
Formative evaluation has become the mainstream way of teaching evaluation, it uses descriptive evaluation or positive score, etc.to encourage students and teachers to communicate in different ways based on the evaluation of the results with the students, fully affirmed the progre of students, encourage students to self-reflection, self evaluation and self-improvement.This paper is to study the application of formative aement in high school English teaching, discues formative aement features and functions, aimed at improving the quality of teaching, improve high school students interested in learning English.According to the neceity and urgency of the current situation of formative aement in teaching, which made formative aement in high school English teaching should use the methods, tools and principles to follow.So the formative aement to play an active role in teaching high school English.
Key words: formative aement, high school English teaching, application, learning English
中文摘要：目前我国外语教学的评价方式过多的依赖于终结性评价，由于这种评价是以考试成绩作为最终的评判标准，这无疑过分强化了考试分数的作用，致使相当一部分学生学习英语的动机和目的就是为了考试或升学。这种工具型的学习动机显然不易于激发学生学习英语的积极性，也不利于保持其学习兴趣的持久性。
终结性评价在很大程度上忽视了学生在学习中的主体性，和创造性。随着新课程改革的实施,评价问题开始引起人们的广泛关注。形成性评价这一概念就是在这样一种背景下提出来的。形成性评价最早是由斯克里芬（G..F.scriven）在1967年他的《评价方法论》一书中提出来的。所谓的形成性评价即过程性评价。它“是通过诊断教育方案或计划，教育过程或活动中存在的问题，为正在进行的教育活动提供反馈信息，以提高正在进行的教育活动的评价”（陈玉琨《教育评价学》）在斯克里芬之后，布鲁姆首先将这一评价方式引入课堂教学。
高中英语课程的总目标是：使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。而我国随着课堂改革的发展，形成性评价也越来越受到重视。
形成性评价逐渐成为主流的教学评价方式，它采用描述性评价或评分等方式正面鼓励学生，教师根据评价的结果与学生进行不同方式的交流，充分肯定学生的进步，鼓励学生自我反思，自我评价和自我提高。本文主要是研究形成性评价在高中英语教学中的应用，论述形成性评价的特点和功能，目的在于提高教学质量，提高高中学生学习英语的兴趣。根据形成性评价在教学中的必要性和紧迫性的现状,从而提出形成性评价在高中英语教学中应该运用的方法,工具以及遵循的原则。使形成性评价在高中英语教学中发挥积极的作用。
关键词：形成性评价，高中英语教学， 应用，英语学习
Chapter one introduction 1.1 the need for the study
With the introduction of the new curriculum reform, the voice of the aement reform is also increasing.In the \"high school English curriculum standards (experimental)\" proposed new law to be set up to promote the development of a diversified student evaluation system, the use of formative aement and summative combination.Teachers should pay attention and student exchanges, and certainly their progre and encourage them to self-reflection, self-improvement.Modern social emphasis on people-oriented, in teaching should be student-centered.It is in the formative evaluation carried out this principle.Formative evaluation of the role and value in teaching and aement proce has been more fully affirmed.Therefore, the introduction of formative aement is consistent with the requirements of the times in high school English teaching.It has a certain practical significance.Currently motivated high school students to learn English in general is not strong enough, many students learning English the sole purpose of examination or further studies, ignoring the increase in the use of language itself and the actual capacity.Under the guidance of formative aement, students can find their own way to learn and improve their English learning efficiency.Meanwhile students learning English and get fully mobilize the enthusiasm is implemented through formative aement, self-confidence would be enhanced learning English, they will be able to take the initiative, actively engaged in learning English.
1.2 the purposes of the study
The traditional evaluation methods to determine student achievement through good or bad, this approach gives students a lot of preure.It will make students learning English have to fidget.Students\' enthusiasm and interest in learning will not be increased.Poor students to learn, it seems only to explain everything by the results, as they may arise in the proce of learning problems, confusion, or they have other talents, cannot be used to measure the results, and these have may be ignored.Moment of doing well, might be a blow to confidence, and their accomplishments become the sole standard.Traditional evaluation system has become an obstacle of students’ English learning.For this reason .the author want to know how to use formative aement in English claes can help the senior students master effective learning strategies, develop learning motivation and attitude and finally improve their English achievement.It has been aumpted that formative aement may be more effective in many aspects such as.The students can use meta-cognitive strategies, increasing their motivation, forming good learning habit and having positive attitude.Due to the use of formative aement, the students’ sense of achievement can be developed.And they will become more active in cla and they can evaluate themselves correctly.Above all, students will have more confidence in themselves.All in all, the research may be helpful to develop the students as a “whole person”.The author also intended to find more effective approaches to using formative aement in English claes, including records of students’ behavior, cla room observation, interviews, questionnaires, and portfolios, etc.1.3 The framework of the paper The paper falls into five chapters.Chapter one serves as an introduction, which gives a brief description of the current situation of aement systems in China.It presents the importance of formative aement and the significance of study.Chapter two offers literature review about studies at home and abroad.In addictions, this chapter provides theoretical discuions for formative aement, including humanism psychology, Meta-cognitive strategies, constructivism and theory of multiple intelligence as well as the related studies at home and abroad.This chapter presents the definition, function, characteristics and benefits of formative aement.In chapter three the paper introduces the neceity and urgency of implementation of Formative evaluation.Chapter four introduces the research of formative evaluation applied to senior high school English teaching, Including strategies and tools.Chapter five present the implementation of Formative evaluation of the principles to be followed.Chapter six about a conclusion is drawn from the study that using formative aement in senior English claes can help the senior students master effective learning strategies.And more effective methods of formative aement will be put forward in the future.
Chapter two literature review 2.1the research study an home and abroad
2.1.1the research study abroad
In recent years the development of educational evaluation is very fast at home and abroad.Let’s review the development of aement in the west.Formative aement, first put forward by Scriven in 1967, lays emphasis on the development of educational plan and improvement of educational proce.According to Popham (1998:23), formative aement refers to aement that provides information to students and teachers that are used to improve teaching and learning.According to Travers, educational aement in the USA began in 1845, when the printed examination was first used by Boston School Committee.In 1897, J, M.Rice published research findings on spelling abilities of U.S schoolchildren (Aiken, 1994: 7), which is considered as the beginning of the research on aement(see yang Jinhuan, 2006:5-6).Tyler’s famous “eight-year study” from 1930s had far-reaching influence on the aement theory in this period.The term “evaluation” was first used to replace the terms “examining” and “testing”.He indicated that evaluation should be a proce rather than examinations.It claimed that students’ interest should be stimulated, and contents of textbooks should be based on the real life.Guba and Loncoln held a view that the nature of evaluation was mental construction.They advocated that students should actively participate in the proce of aement.The function of aement was to serve the development of students.Students used to be aeed but now they act as the participants in the proce of aeing.Some new terms were put forward in this period, such as “educational criticism”, “portfolio aement”.etc.(Liu xiaohua,2004;5;Guo Kuman,2004:2 ).In one word, aement system in the west has become a drive to education development up to now and aement is playing an increasingly important role in English teaching.2.1.2the research study china
In the history of educational aement in china, summative aement has been playing a very important role.But in recent years formative aement is rapidly developing as a new topic in many schools.Since the 1980s, as education is developing, the formative aement has been paid more attention to and carried out in many schools.Later it was not until the 1990s that some new aement methods were introduced into teaching practice.However, there were no many researches on evaluation system in china’s senior English teaching for a long time, at that time aement referred to various examinations and tests, such as quizzes, mid-term exams and national college entrance examination.
With the development of aement theories and the curriculum reform, the new English curriculum standard came out in 2001, it provide new guiding principles about educational evaluation and defines functions, goals, contents and methods of educational evaluation in a more humanistic way.It also offers some new aement criteria and gives some useful advice on the aement in English in middle schools.The traditional summative aement is becoming more and more limited in aeing the students.Guided by the new curriculum, teachers have gradually changed their understanding of aement and began to apply the new aement method to their English teaching in order to supplement traditional summative evaluation.In the last two years many Chinese scholars and teachers have been doing research on this new aement system and great achievements have been made in theory and practice ever since.Among them, Wang qiang, Luo Shaoqian took the lead in the field.What’s more, a series of eays have been published, which help teachers change their traditional opinions and form a new concept.for example, formative aement research in English claroom by Luo Shaoqian(2003).To sum up, guided by these achievements, the application of formative aement to the English teaching has become more and more popular.
2.2 theoretical Basis 2.2.1 Constructivism
Constructivist learning theory lays emphasis on the evaluation of the proce of knowledge construction.They think that learning aement should not just focus on the learning results, but value the learning proce, including how to obtain the information source or knowledge sources, learning strategy and self monitor, the degree of learning involvement and the ability of innovation and research.
Shepard connects formative aement with the constructivism theory, which shows that learning is an active proce based on previous knowledge, experience, skills, and interests.Constructivist learning theory views students as active learners who mark sense of new knowledge actively and determine how to integrate the knowledge with the concepts previously learnt.
In short, constructivism values an individual ability, former knowledge, belief and past experience, on the basis of which formative aement forms.2.2.2 The theory of multiple intelligence
Howard Gardner proposed the Multiple Intelligence theory in 1983.According to Dr.Gardner, the theory multiple intelligence includes at least eight kinds of intelligence: linguistic intelligence, logical-intelligence, spatial intelligence, bodily-kinetic intelligence, music intelligence, interpersonal intelligence, self-questioning intelligence and naturalist intelligence.Based on his theory, Gardner summarizes the principle, authentic principle and developmental principle.Which are included in formative aement because it involves teachers, students and parents in evaluating students’ various aspects in learning (see also Zhang jian, 2005: 27).
Gardner’s theory of multiple intelligence has several implications for teachers in terms of claroom instruction.Firstly, the concept of multiple intelligences place special emphasis on the overall development of students’ abilities.Secondly, everyone is born owning the eight intelligences.Thirdly, aement should be integrated and should be everywhere and all the time (see also Wang Wanzhen, 2003:7-8).
Multiple intelligence theory plays an important part in formative aement.We can view that our students as individuals with different strengths and weakne in different aspects.
2.2.3 Humanism psychology
According to humanistic view,
Chapter three the connotation of claroom teaching evaluation 3.1 The concept of claroom aement
Is a collection of claroom teaching evaluation, synthesis and analysis of information on the proce; the skills to understand the student\'s level of development and the development potential of information on the proce.It does this by collecting students\' daily learning, teaching and claroom learning atmosphere information to help understand the needs of each student\'s learning and teachers to make the appropriate decisions, improve claroom efficiency (Luo Shaoqian, 2003:13).3.2 Evaluation categories
In the claroom, due to differences in the degree and the ability of students, teachers need to make decisions in a variety of different requirements for students, so they evaluate students on a variety of purposes (Luo Shaoqian, 2003:14).3.2.1 Diagnostic Evaluation
Diagnostic evaluation refers to diagnose the problem (Ariasian, 1991: 5).Students in the claroom learning proce, not only will encounter difficulties in learning, as well as emotional or social aspects of the problem, so as a teacher, you should first identify the problems and select solutions from the perspective of understanding.Student\'s progre is not only reflected in the student\'s scores on each test, as well as student records subject to the completion of a project.By evaluating the information and results obtained, teacher feedback, students learn to generate power.3.2.2 Formative Evaluation
Formative aement as a teaching and learning proce an integral part of the overall progre of the students described the situation, provide students with feedback to reinforce learning and help teachers understand students\' learning situation and determine the next leon plans and student learning plans.
3.2.3 Summative Evaluative
Summative aement is after a period of study for understanding student achievement and expanded evaluation, Compared with the formative evaluation, the summative evaluation usually more permanent form.3.2.4 Comparison of formative and summative aements 3.3 Definition of formative aement
Formative evaluation from a proposal to now experiencing history is not long, though it did not give the author of Scriven its exact definition, but later, under the influence of his ideas, which made a lot of Discuion.
Such as Bloom\'s view is \"for us, is the use of formative aement in curriculum development, teaching and learning proce evaluation decency to be improved in any of these three procees is a proce.\" 1, he thinks \"The main purpose is to observe the formation of a decision given the extent of the learning tasks are mastered, not part of the master,\" \"it is not the purpose of claification or identification in order for learners, but to help students and teachers to focus on to further enhance the specific learning neceary.\"2, Chen Yukun that \"formative evaluation through educational programs or diagnostic programs and activities in the education proce problems for the ongoing evaluation of the quality of education activities.\" 3 The new curriculum standards is considered formative aement is \"through a variety of means and methods of evaluation of students\' interest in learning proce demonstrated, attitudes, participation activities, their language development of the state judge, to try their learning make sure to promote student learning initiative to help teachers improve their teaching.\"4 3.4 Characteristics of formative aement 3.4.1 评价方式的人文性和民主性humanistic and democratic of evaluation methods
Formative aement promotes the overall development of students through evaluation, it recognize individual differences in levels of development, to their knowledge, intelligence and emotional factors comprehensive evaluation.Formative aement becomes a single teacher evaluation for teacher evaluation, student self-evaluation, student aement and mutual cooperation in the evaluation of teachers and students combine to make the students from paive to active participants by critics, teachers from the \"Examiner\" role gradually changed \"collaborators\" role.Through self-aement, students are rising introspection and reflection, to form an effective, consistent with the personality characteristics of learning strategies, and eventually become masters of learning; through mutual evaluation between students and foster their sense of teamwork and cooperation; and freedom, democracy, and rating equal protection atmosphere more conducive to students\' self-esteem, improve their self-confidence.Formative aement fully reflects the people-centered and student-centered educational thinking.
3.4.2 评价内容的广泛性和全面性extensive and comprehensive of evaluation contents Formative evaluation not only focus on students\' cognitive abilities, but also the importance of student emotions, interests, and evaluation strategies, so students learn the information he provides is comprehensive, multi-level and comprehensive.3.4.3 评价手段的多样性和灵活性Diversity and flexibility of evaluation tools
Formative evaluation of a variety of methods, such as claroom learning activities and competitions, daily homework aement, participation in extracurricular activities Comments, learning self-aement, learning records, questionnaires, interviews and so on.These evaluation tools can show students what they learn to their understanding and their emotional attitudes from different angles.3.4.4 评价结果的描述性和反馈性Descriptive and feedback of evaluation results
Formative aement is done and what the students can do the recording and reflection, it may reflect the students\' progre, encourage students to have self-confidence and a sense of accomplishment, the formation of motivation to continue progre; and evaluation of interest, attitudes, feelings, communication capacity and the spirit of cooperation can be for students to form a good character to provide help and guidance.（北京师范大学外语系课题组，2001：7）
3.5 Function of formative aement
Formative aement is part of students’ learning proce, providing guidance to them in their studies, motivating them.It also provides feedback to students so that they can improve their performance and eventually make great progre.It acts as practice for students, just like a meaningful homework aignment.It checks for understanding along the way.In addition, it guides teachers’ decision making about future instruction.Formative aement has 3 basic functions.
Firstly, formative aement can help the teachers to diagnose students’ strengths and weaknees, analyze their problems and then help to get rid of their bad habits, thus becoming a conscious researcher.Furthermore, it can also help the teachers modify their teaching strategies and create better learning environment for students.Formative aement can also provide feedback to the students so that they will understand how to do better the next time.
Secondly, formative aement can identify how well the students are learning during the instructions.Every teacher would prefer to see every student make progre day by day then see only few of them get high marks in the exams.Formative aement makes it poible to realize this basic educational objective.Compared with traditional summative aement, formative aement is playing an important role in identifying and monitoring the students’ present levels.
Thirdly, formative aement can help select so students for a variety of purposes.Because aement results can provide some evidences so as to make judgment about the qualified and unqualified in order to send them to a higher level of education.Selecting top students for a higher level of education is still one of most popular functions of aement ever since it came into existence.
3.6 Benefits of formative aement
Chapter four
the neceity and urgency of implementation of Formative evaluation
Evaluation is not only an important means to ensure the implementation of the curriculum, but also an important part of teaching and learning activities.Test just a way of students\' evaluation.Exams and other evaluation methods should combine.According to the purpose and nature of the examinations, selection of specific test methods, means, and to make analysis of test results, notes and suggestions, comments, and suggestions to improve the formation of incentive.As far as poible to reduce the preure of students’ test, and promote the development of students’.For a long time, English teaching evaluation methods depend so much on summative evaluation in our country, which only reflects the importance of student learning outcomes or the end of the exam, especially senior high school entrance examination and college entrance examination, etc.It will be written as the only means of examination, the examination results as the only measure of students\' ability to learn a foreign language.Formative aement is ignored.It reflects the students’ learning proce.In the formative evaluation, teacher is only concerned about the students’ evaluation .while ignoring students\' self-aement and peer aement; just pay attention to the evaluation of selection capabilities, and ignoring the evaluation of student development functions; only the importance of language knowledge and language skills of study.It neglected the evaluation of students\' emotions, attitudes and values.Obviously, this kind of evaluation is difficult to adapt to the needs of education reform and development, these evaluation cannot achieve the overall goal of a English curriculum for high school education.This evaluation is not conducive to the formation of the establishment in the language skills, language knowledge, emotional attitude, learning strategies and cultural awarene integration development on the basis of the comprehensive ability of using the language.So we should start form the core iue of educational evaluation \" aement what, how to comment\".We need new ideas and a reflection of quality education to promote the comprehensive development of students, and constantly improve the evaluation system, reflecting the diversity of evaluation about contents, subjects and methods.Not only concerned with the results, but also pay attention to the proce.（肖第郁，2002；69）
4.1素质教育对教学评价的要求the requirements of quality education for teaching evaluation
Traditional educational evaluation function emphasizes screening and selection, the main purpose of that evaluation is to distinguish the pros and cons and choose the best students for the school.In this proce, a few score of excellent, experience succe, most people become losers.With the formation and development of information technology and the Internet age, the original function to impart knowledge-based curriculum for basic education be a great challenge.Education programs focus on students many qualities, including a positive attitude towards learning, innovation and practical ability and quality and other physical and mental health, lay the foundation for lifelong development of students.Thus, with the shift function curriculum, evaluation function is also undergoing fundamental change.Evaluation is not just to check the students\' knowledge and skills to master the language, the more concerned about students to acquire knowledge, skills, procees and methods, as well as emotions, attitudes and values formation aociated therewith; evaluation is no longer the purpose of claification identification, the students were divided into three, six, nine, so that the highest scores for students to enjoy the best education, but how to play a role in the evaluation of incentives, attention to student growth and progre of the condition, and through analysis guidance, suggestions for improvement plan promote the development of students.In this sense, the evaluation is for the development of student services, and the development of students is not required for the evaluation of services.By evaluating the continuous improvement of education and teaching, so that students are more and better education, this is a new requirement for quality education teaching evaluation presented.This shift, while the evaluation function affects the development of teacher evaluation work.Teachers are the implementers of education, bear the task of promoting the development of students.To create the best poible education for our students, for the evaluation of student learning must focus on the diagnosis and evaluation of the excitation function.Therefore, we should focus on the use of formative aement, found that teachers and teaching activities and teaching behavior of meaning and value, to identify problems with the crux of the continuous improvement of teaching, improve teaching quality, inspire the enthusiasm of both teaching and learning.
4.2 现代社会对人才多样性的需求 the needs of Modern society for diversity of talent
Academic achievement was to examine the development of students, and the school\'s teaching performance level of an important criterion.The traditional emphasis on teaching \"double base\", that basic knowledge and skills, which in the past with particular emphasis on measurement and evaluation to ae student mastery of facts and principles.Of course, the basic knowledge and skills to master is very important, if you do not focus on the evaluation of teaching basic knowledge and skills it is impoible to correctly judge the students\' learning, so it is impoible to develop the students have made analysis of value.If, however, focus only on teaching students the basic knowledge and basic skills, you can not make meaningful recommendations for the development of students is not conducive to healthy growth and development of students.With the development of society, network and information era, the knowledge explosion, increased competition, only the knowledge and skills are far from meeting the requirements of social development of talent.Modern society needs diversity of talent, education evaluation criteria should reflect the diversity of talent trends.Concerned about academic achievement, we must also focus on other aspects of the development of the individual, such as a positive attitude towards learning, innovation, analysis and problem-solving skills and the correct outlook on life and values, what they learned from the test students, to students Whether learn to learn, learn to survive.Learn to cooperate, learn, etc.are examined and comprehensive evaluation.In the daily teaching activities, students should respect individual differences, based on a positive vision, from multiple angles, to see many aspects of students, found that students of the advantages and strengths, so that every student in self-esteem, self-confidence grow up happy.The use of formative aement will help teachers and accurate understanding of the basis of the original development of the quality of students, the reality of the level and trend of development in the direction of educational goals adhere to uniform the premise of different students different requirements, so that every student to get optimum fully developed.Respect for individual differences in the development of diverse and unique, to achieve the evaluation criteria on the basis of comprehensive evaluation, in order to adapt to the diverse needs of modern human society, it is the diversity of modern teaching evaluation criteria, in order to adapt to modern society of talent diverse needs, this is a great modern teaching evaluation reform.
4.3 中学英语教学评价现状使然the present situation of teaching evaluation in middle school English The purpose of focusing on the traditional educational evaluation screening, selection, so just focus on the results of educational activities, educational activities for little attention.The new curriculum reform advocates is to promote student development-based evaluation proce that only concerned with the results of summative aement, in fact, is the \"past\" concerns, is not conducive to the promotion of development; and attention to the formation of the evaluation proce, it is for the \"future\", focusing on the evaluation of development.Thus, the evaluation is a proce, not only in educational activities after, but also accompanied and runs through every aspect of education and teaching activities should promote the \"Results\" by focusing on the improvement of the \"proce\", the evaluation of the center of gravity in the \"proce .\" Traditional evaluation often only require students to provide answers to your questions, and for the students is how to get those answers, but indifference.In this way, students get an answer thinking and reasoning, hypothesis formation and how to apply the relevant evidence, have been abandoned outside evaluation of vision.Lack of thought proce evaluation will lead to students only on the conclusion, ignoring the proce, it is impoible to encourage students to focus on the proce of scientific inquiry, to develop the habit of scientific inquiry and rigorous scientific attitude and spirit, but tend to form some plausible understanding and habits, is not conducive to the formation of students\' good quality of thinking, restrict student flexibility and creativity to solve problems.Therefore, the \"ordinary high school English curriculum standards\" clearly states: \"to promote formative aement and summative combination of both focusing on results, but also concerned about the proce, mainly in the formative evaluation.\" In other words, the focus of the new curriculum standards evaluation gradually shift more attention to students\' knowledge of the proce, and the proce of trying to explore the proce, focusing on the student\'s progre in each period.Only concern proce, it may be in-depth evaluation of the proce of student development, to keep abreast of problems encountered in the development of students\' efforts and progre made available.Only in this way will it be poible for students to enhance sustainable development and for effective guidance to promote the development of the evaluation function can really play a role.At the same time, only concerned about the proce, in order to effectively help students develop a positive attitude towards learning, the spirit of scientific inquiry, in order to focus on the students in the learning proce of emotional experience, learning to form a strategy, cultural awarene and values, to achieve \" knowledge and skills \",\" proce and method as well as \"attitudes and values,\" the all-round development.
Chapter five The research of formative evaluation applied to senior high school English teaching
As has already been illustrated, formative aement has been exerted a powerful effect on English learning by motivating students’ learning interest, enhancing students’ confidence as a succeful learner.However, there is one premise that systematical ways of formative aement must be employed in the language teaching proce.And any succeful aement must be employed in the language teaching proce.And any succeful aement must rely on the effective selection of useful and appropriate methods, as a matter of facts, no single methods can function as sufficiency to provide all the information that is needed in the conduction of formative aement.
On the request of the new English curriculum standard of senior high school, as well as the trend of new educational aement, we teachers should advocate the mutual interact between teachers and students, combining every factor that contributes to effective formative aement.“English curriculum standard of senior high school” made it clear that \"the evaluation of students’ learning, it is neceary to pay attention to students’ master of language knowledge and language skills, but also pay attention to the development of students\' comprehensive language skills.At the same time, we must importance to their emotional attitudes and performance in the learning proce.The participation not only refers to acts of participation, but also including the emotional involvement and participation of thinking.So we should pay attention to the students in the learning proce of the formation of attitudes and values.\"\" English curriculum standard of senior high school \" (trial version) states: \"In the conduct of teaching evaluation, teachers should combine teaching objectives, teaching content and learning environment for students as well as students\' individual differences that design aement tools and practical aement standard for their own teaching and student learning.\" therefore, self evaluation , teacher’s evaluation and collaborative evaluation can interview together with the help of some aement tools and evaluation principles, such as portfolio, observation and journals.（徐勇、龚孝华，2001:13）。
5.1 The method of formative aement
5.1.1 Self evaluation Student self evaluation is the proce in which students gather information about their own study, analyze the causes and results and check whether they have made progre in order to make a new study plan or make further decisions for their future progre.A self aement should be conducted with the help of teachers, partners and parents, for example, the teacher should help students to set some criteria for their self aement.In the progre of self aement a students should look at his values, interests, personality, or the learning skills in a certain aspect such as their reading skills.Self aement could be very casual, Like giving reply to the questions “tell me how you feel about …”.And it could be very formal, too, like “make an analysis about the exam scores that you just got.” By doing self aement a student will be responsible for his or her own study and gradually become an active learner.Besides, they will reflect on their own study and learn about their own strengths and weaknees.Teachers will adjust their teaching according to the students’ self aement.The aement not only can be carried out by the student themselves but also between partners as well.The aement between partners encourages students to learn from each other, experience learning proce and learn to be trust worthy of each other.This kind of aement needs the trust and collaboration between the students.Every student should make the aement objectively and fairly in order to encourage the partner to make greater progre.
5.1.2 Teacher evaluation Student evaluation should be combined with that of the teacher.When aeing students’ performances, the teacher plays a very important role.Teachers should set criteria on what to ae, how to ae and how to respond to the information gained through the aement.Also, the teacher should help the students to reflect on their learning proce.Show them how to gather information and arrange the portfolio files.The teacher should ae the students’ progre regularly, check their self evaluation and peer evaluation, give them feedback in time and help them set a learning goal.The teacher is not obliged to share the result of claroom evaluation with anyone outside the claroom.Teachers’ remarks should be brief and specific, which should refer to advantages and disadvantages.And the remarks should be attached to students’ aignments so as to give the students’ diagnostic feedback.Furthermore, a teacher can ae students in various ways such as aement criteria charts or interviews, thus setting up an aement system which can satisfy every student’ needs.Teachers’ aement can be carried out at any time in cla or out of cla, for example, when the students are having a claroom discuion or when they are writing their composition or even when the students are answering questions in cla.5.1.3 Collaborative evaluation Both teachers and students will benefit from the claroom aement because the students can get feedback to further improve their study and teacher will also gain feedback to make a change in their teaching and offer more instructional help to the students.Student portfolio is a wonderful way to do collaborative aement.By using portfolios students collect their best aignments, reflect on their own study, thinking about their learning strategies, and ae themselves properly.The teacher helps and guide the students how to set up portfolios and how to ae the portfolios.In the proce of collaborative aement the students learn to manage their own study and become active learners and critical thinkers.5.2 Tools of formative aement 5.2.1 Claroom observation
Claroom observation is fundamental technique to carry out all kinds of aement and is a routine part of teachers’ work.It is the most basic means to ae the behaviors of teaching and learning of English language.In the view of Genesee and Upshur(2001;77), “observation is basic to aeing human skills and behaviors”.Using claroom observation, teachers can get an authentic view of what students have learned, of what learning strategies are helpful to the students and what are the students’ favorite claroom activities and learning contents.According to Genesee and Upshur(2001:77), there are two kind of observations: formal observation and informal observation.Formal observation can be used to record the students’ action, which is systematic and is conducted according to a standard.While informal observation refers to the observation of students’ behaviors and manners.Teachers seldom use formal observation to record the students’ actions, because it is too complicated to operate while the teacher is attending to everything else that is going on in the claroom.It is also a challenging for a teacher to be an observer.Generally speaking, the challenge of conducting claroom observation is to plan observation and record observations in a way that will be beneficial to both teachers; instructions and students’ learning.5.2.2 Recording claroom observations
Generally there are three ways to record observation: anecdotal records, aement checklist, and rating scales.(Liu Shaobing, 2004:11-13).Which method is to be adopted depends on the purpose and the object of your observations.This paper will combine and modify the methods of recording observations in order that the English teachers can record observations in cla conveniently and easily during the leons.Anecdotal records are the records of the students’ behaviors, leaning activities or their progre etc, which are usually kept by teachers, the monitors or a trusted student by both teachers and students.These records can be kept when the students are doing their activities in cla or kept after cla if some students have no chance to participate in cla activities.Teachers can design a particular table or form to collect information, thus making it easier to keep records of the students’ behavior in cla than to keep records by describing the behaviors in sentences.Also, the records can be kept on the cards, on leaflets or in the notebooks for future analysis.It is suggested that students’ information can be lists in alphabetical order or by learning groups on the leaflets so that the records can be found easily.
Checklists and rating scales are both techniques for recording observation.They are more or le the same, and they are both consist of some items, which are about specific aspects of students’ learning and teachers’ instructions.Checklists reflect students’ specific performance in a certain learning activity or task at a period of time.It is designed according to some specific criteria and is used to keep a record of some information whether the students has grasped some specific knowledge, skills and whether they have understood the appropriate procedure of dealing with a certain learning task.We can also keep record of the student’s attitude towards this task.By using checklists, the teachers and students can both find out in which aspect they have made progre and in which aspect they need to improve.What’s more, the format of aement checklist should be well designed so that the teachers can feel it convenient and practical use.Rating scales are almost the same as the aement checklist.Rating scales record a certain specific criterion that a student has reached in the given period and given task (Liu shaobing, 2004:11-13).Rating scales range from a score of “1”, which indicates that the student has not accomplished a certain specific task, to poibly a score of “3” or higher marks, indicating the student is excellent in this aspect.This type of observation technique can be used to rate individual topics and are sorted into several categories.Rating scales help teachers to make proper comments and judgments and develop the students’ ability in a specific task.
Compared with anecdotal records, checklists and rating scales are relatively structured and close ended, they are especially of use for recording observations of specific claroom activities and the students’ performance in some aspects of a specific learning task, such as reading and writing ability.7 5.2.3 Journals Journals are written conversations between students and teachers.By keeping journals teachers have the opportunities to evaluate their students and see how well they expre themselves in a second language.In the journals students can expre their personal opinions freely in the second language without such preure as in cla.By writing journals students can give feedback to teachers about how they feel about their learning.The journals should be used to interact with the students and communicate with them, so it is important that journals should not be require to be well structured and teachers should avoid direct feedback to the student about the grammar mistakes in their writing or the contents of their writing.5.2.4 Portfolios
Portfolio, which is student-centered, is a very important and effective aement tools in formative aement.It is acting a more and more important part in aeing students’ performance.In a portfolio we usually collect students’ schoolwork which demonstrates their efforts, progre, and achievements in a certain area (Genesee &Upshur, 2001: 58).In other words, we can make an objective and comprehensive aement according to the stuents’ schoolwork in the portfolios.So portfolios are of great value to the students and teachers.Through portfolios students can monitor.Control and reflect upon their learning.They can also identify their own strengths and weaknees, set their own learning goals.Teachers should not lay emphasis on the mistakes they have made in their schoolwork.They should encourage them to do better in their work and make more positive comments on their work. The reasons why portfolios are adopted as an aement tool is that it can really reflect the students’ learning proce, the progre they have made.By using portfolios the students take an active in the learning proce willingly.To ensure it can guide claroom learning effectively, teachers should make a systematical plan for making portfolios.What will be contained in a student portfolio is up to the teachers and the students.Generally there are students’ aignments, project reports, compositions, and examination papers.etc.According to Fred Genesee &Johan A.Upshur, we can keep the following items in a student portfolio: 1.Learning contract, study plan, learning logs, progre cards, etc.2.All kinds of forms of teacher-aement and student-aement, etc.3.Report of reflection on their learning
4.Record of personal learning activities, like their performance in reading cla, reciting and role play in the claroom
5.Sample written aignments that students are most satisfied with 6.Exam papers with grades or teachers’ or students’ comments 7.Lists of books collected or made by themselves 8.Favorite works collected or made by themselves 5.3 Principle of formative aement
In order to correct over-emphasis on summative and neglect to the formative aement of tends, it is neceary for profound reform of the current evaluation system.This reform should reflect the overall goal of foreign language teaching.According to requirements of the \"curriculum standards of ordinary high school English \" (trial version).Reform the existing evaluation system should follow the principles of the evaluation mechanisms for the teaching of the target service.
5.3.1 科学性原则the principle of scientific
Primary and middle school foreign language learning evaluation includes not only language knowledge, language skills and overall communicative competence, but also include the student’s feelings, attitudes, values, learning strategies, cultural awarene and development potential in the learning proce.Both formative aement and summative aement is to ensure that an important principle of scientific evaluation.The evaluation should include the test of evaluation and non-test of evaluation.Even in the test model evaluation should also pay attention to the ability to examine the actual use of language, and it shouldn’t emphasis examine language knowledge and language forms.In the test, hearing test, written test requires a reasonable proportion.Objective questions and subjective questions have a reasonable proportion.5.3.2 导向性原则the principle of orientation
Learning aement is advantage of promoting achievement teaching objectives. Therefore, under the full attention evaluate students\' language knowledge and language skills of the premise, to stre the importance of non-test-based evaluation --- mainly formative aement to promote students to maintain a positive attitude towards learning, the formation of effective learning strategies and have cro-cultural communication consciousne.And this is neglected precisely the one hand in the past.Thus, the evaluation of formative aement should be in an important position, which is an important part of the implementation of Reform.Evaluation is neceary to focus on learning outcomes, but also pay attention to the learning proce.The evaluation should have a dual function, both the selection function, and the function of development services for the students, who should be the focus of evaluation reform.
5.3.3多样性原则The principle of diversity
The principle of diversity evaluation form should be diversified, especially formative evaluation.Teacher evaluation is not only the students, but also a self-evaluation and co-evaluation of students.In the formative evaluation, the teacher should gradually change its role from \"examiner\" role gradually changed to cooperate with the students together to complete the evaluation of the role.Formative evaluation let student selective autonomy.Let students decide evaluation content, evaluation forms.Teachers do not always have uniform regulations.This will help the students to play creative and practical abilities.
5.3.4 可行性原则the principle of Feasibility
Implementation of both formative and summative aement, it is bound to break the pattern of the original evaluation.Therefore, in the operation to be considered simple, and don’t heavier burden on teachers and students.If the evaluation procedures, methods and standards made very complicated, so it is not only difficult to carry out, but the effect is not necearily good.Because if the evaluation proce is too complicated, it will make the people involved in the evaluation cannot be flexible and comfortable to operate according to the requirements, and even the evaluators have to fidget, it can impact aement results.Even if the evaluation of programs and methods are very scientific, but if it is not well implemented cannot achieve good results, or even lose the evaluation of significance.Therefore, When the evaluation program developed and evaluated, it should be noted that the feasibility.[16]
Chapter six Conclusion
Compared with summative aement, formative aement pays more attention to the individual development is more humanistic.With the new aement system, students show more interest in learning English.Not only do they master the knowledge and the skills of English, but also they foster the sense of cooperation and form the ability of self-study.Although this new form of aement has not been widely used with this reason or that, its advantages have been seen by more and more educators.Especially as the English teaching in the context of Senior High, formative aement should be well conducted to improve students’ comprehensive capability of English as the ultimate aim of our teaching.Through the application of formative aement, there have been good outcomes emerging though problem and limitation still exist.Therefore, in the future teaching practice, some good result should be continued while problems should be discued and corrected.Together with summative aement, the researcher hopes formative aement can really function as an aid to improve teaching efficiency and learning abilities.
