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53 
5.2 Implication of Research ......... 55
5.3 Limitations of Research ......... 56 
5.4 Suggestions for Future Research ...... 57 

Chapter Four Results and Discussions 

4.1 Contrast of Questionnaires before and after the Experiment  

The contrastive analysis in this part is to compare the results of the questionnaires before  and  after  the  experiment  and  then  find  out  the  effect  that  formative  assessment has on student’s learning interest, attitude and learning strategy. A questionnaire on the status of high school students’ English learning is designed according  to  the  aim  of  the  experiment,  which  is  composed  by  two  parts  of multiple-choice questions (see Appendix I). Among the questions, Part I basically aims to  understand  the  effectiveness  of  students’  learning  method  and  strategies;  Part  II  to understand  the  students'  English  learning  attitude.  To  ensure  the  authenticity  and validity of the results of the questionnaire, the students are aware that the results of the survey  are  used  to  study  only  and  anonymous  questionnaire  is  adopted.  108  copies  of questionnaire  are  delivered,  including  55  copies  in  Class  1,  and  53  copies  in  Class  2. Valid  questionnaires  were  collected,  with  53  copies  in  Class  1  and  52  valid questionnaires in Class 2. Experimental data are as follows: 

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Conclusion 

Through  the  experiment  for  a  period  of  a  semester,  from  the  questionnaire  survey and  the  comparison  between  pre-test  and  post-test  scores,  we  find  the  indicators  show that there are the following achievements on the formative assessment experiment,   First  of  all,  through  the  questionnaires  before  and  after  the  experiment,  the implementation of formative assessment in senior-high-school English teaching greatly improves  students'  interest  and  attitudein  learning  English.  Formative  assessment emphasizes the dominant position of students, pays attention to the learning process of students, and allows students to participate in all aspects including evaluating and being evaluated  in  the  learning  process.  The  purpose  is  to  make  students  have  more independence, which is useful for stimulating their interest in learning. In the course of the  formative  assessment  experiment,  students  constantly  obtain  success  through  the positive encouragement by teachers. This stimulates the students’ motivation in learning and improves their self-confidence in English learning.   Secondly,  the  implementa本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。