Abstract: This study aims to investigate the application status of formative assessment in the English teaching of junior middle schools through a questionnaire. The result shows that the formative assessment in junior English teaching has the following main problems: the assessment subjects are unitary; the contents are not comprehensive; the methods lack diversification; the effects are yet not so obvious. In view of these problems, this study combines the characteristics of formative assessment and the principles to put forward some suggestions. It is hoped that this study can provide some aids for teachers concerned to learn more about formative assessment and to apply it to English teaching effectively.

Key words: formative assessment; English teaching; junior middle schools; application status

CONTENTS

摘要

Abstract

1. Introduction1

2. Literature Review and Theoretical Framework.2

2.1 Definition of Formative Assessment

2.2 Researches on Formative Assessment

2.2.1 Studies Done at Abroad

2.2.2 Studies Done at Home

2.3 The Theoretical Bases of Formative Assessment

  2.3.1 The Theory of Multiple Intelligences

  2.3.2 Constructivism Theory

  2.3.3 The Theory of Cooperative Learning

3. Methodology..7

3.1 Purpose

3.2 Questionnaire

3.2.1 Subjects

3.2.2 Instrument

3.3.2 Data Collection and Data Analysis

4. Results and Discussion..9

4.1 Current Status of Formative Assessment Applied to Junior English Teaching

4.1.1 Assessment Subjects

4.2.2 Assessment Contents

4.3.3 Assessment Forms

4.4.4 Assessment Effects

4.2 Suggestions of Formative Assessment Applied to Junior English Teaching

5. Conclusion14

5.1 Main Findings

5.2 Limitations

5.3 Research Prospect

Bibliography.16

AppendixⅠ..17

Appendix Ⅱ 19

Acknowledgements..20