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Practical Research on Formative Assessment in Secondary Vocational School English Teaching

Author: XiaYouHong
Tutor: FeiHuiFang
School: Shanghai Normal University
Course: Education
Keywords: formative assessment language knowledge and skills emotion and attitude cooperative spirit self-learning ability
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 384
Quote: 5
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Abstract


Evaluation is an important part of English teaching. Scientific evaluation is a strong guarantee to achieve curriculum goals. English course evaluation should be based on“English Curriculum Standards”, and it can monitor the whole process of English teaching effectively. In the past English teaching, evaluation is often mixed up with the examinations and tests due to the impact of traditional education views, talent views and the lack of advanced education concepts. Evaluation puts more emphasis on summative assessment. Students’scores become the last word while their learning process, emotional experience, attitudes, values and abilities are neglected. As a result, only a small number of the students can experience the joy of learning but the majority of them can’t. In vocational schools they do the same thing as includes unit tests, the mid-term examination, the final examination and English certificates.With the development of English teaching and the implementation of the new English Curriculum Standard in the secondary vocational schools, more and more teachers are aware that the existing evaluation systems can not meet the demands of our country. To change this situation, it is necessary to establish a set of scientific evaluation systems------- formative assessment which focuses on promoting students’overall development, academic progress and their personalities as well. Many experts and educators have conducted a lot of research on it. But unfortunately, formative evaluation is basically used in primary schools, middle schools and universities. As a teacher in vocational school, the author applies formative assessment in the practical teaching to enhance the students’awareness of participation in language learning and stimulate their interest and motivation. Thus students can have more self-confidence and enhance their learning capacity.The thesis consists of five chapters. The first one is a preface exploring the status quo of the students and the current evaluation system so as to emphasize the necessity of formative evaluation. The second chapter introduces terms and concepts concerning formative evaluation. By a review of the historical and contemporary issues related to education assessment at home and abroad, it also inquires into the theoretical basis and reveals the characteristics of formative evaluation. Chapter Three describes the implementation and application of formative assessment in vocational English teaching, including evaluation principles, methods, content and tools and so on. Chapter Four analyzes the statistical results and expounds the enlightenment of the research. Some suggestions and reflections are put forward in the last chapter together with problems appeared in the process of the practice of formative assessment and certainly some solutions to the problems.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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