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e  education  object  has  achieved,  but  also  those  unrealized  potential  values  are  to  be evaluated.  (Chen  Yukun,  1987:7).  For  teachers,  assessment  itself  is  nothing  new.  If you’ve ever given an exam, led a discussion, or assigned a project – and used what you discovered  about  student  learning  to  refine  your  teaching  –  you’ve  engaged  in assessment.  Assessment  is  simply  the  process  of  collecting  information  about  student learning and performance to improve education. 
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2.2 Previous Studies at Home
Formative  assessment  study  abroad  has  made  many  more  achievements  in  theory and  practice.  However,  the  domestic  research  of  formative  assessment  is  not  as intensively  and  deeply  used.  High  school  English  teaching  is  influenced  by  traditional ideas  and  other  factors,  especially  by  the  university  entrance  exams  which  place emphasis on knowledge imparting, rather than the cultivation of the students' language using  ability.  As  a  result,  there  are  a  lot  of  negative  effects  on  the  English  teaching  in China,  which  often  misleads  the  parents,  teachers  and  students.  That’s  why  the phenomenon  such  as  'high  score  with  low  competence,  dumb  English'  appear  among the high school students, which requires us to adjust the teaching evaluation model from the pursuit of ability-oriented goals. The formative assessment study on the high school English  teaching,  not  only  helps  to  understand  differences  in  the  high  school  English teaching evaluation methods, but also to enrich and develop the theory and practice of high school English teaching and learning.  
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Chapter Three Research Methodology ..... 20 
3.1 Research Questions .... 20 
3.2 Participants ...... 21 
3.3Research Instruments .............. 21 
3.4 Data Collection ........... 22 
3.5 Data Analysis .............. 24 
3.6 Research Procedures .............. 24 
Chapter Four   Results and Discussions .............. 43 
4.1 Contrast of Questionnaires before and after the Experiment ....... 43 
4.1.1 Analysis on the Questionnaire before the Experiment ....... 43 
4.1.2 Analysis on the Questionnaire after the Experiment .......... 44 
4.2 Effectiveness of Formative Assessment on Operation Modes ..... 47 
4.3 Effectiveness of Formative Assessment on Multivariate Evaluation Subjects .. 48 
4.4 Analysis on the Academic Achievement before and after .......... 49 
Chapter Five   Conclusion .............. 53 
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