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Chapter One    Introduction 

1.1 Necessity for the Study  
For  a  long  term,  evaluation  methods  in  senior  high  school  English  teaching  of Chinafall on summative Assessment, in which the student’s academic achievement acts as the ultimate criterion, therefore it puts too much emphasis on the role of test scores.In this  situation,  motivation  and  purpose  for  students’  English  learning  is  mainly  to  deal with the examination. This kind of motivation and purpose is obviously not conducive to stimulate students' English learning enthusiasm, nor to the development of interest in English  learning;  as  a  result，itisunable  to  cultivate  students'  autonomous  learning abilityfor English. So they have deviated from the tasks, ideas, and aim that high school English curriculum standards appeals for high school English teaching.   The  New  High  School  English  Curriculum  Standards  in  its  basic  concept  puts forward:  'Evaluation  is  an  important  part  of  the  English  curriculum  evaluation  system which consists of formative Assessment and summative assessment.Scientific evaluation system  is  an  important  guarantee  to  achieving  the  objectives  of  the  course.  The combination of formative evaluation and summative multivariate evaluation system has become  the  major  goal  of  the  new  curriculum  evaluation  reform.'  (Ministry  of Education, 2003: 3).
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1.2 General Description of the Study   
In this study, the author systematicallystudies the relevant information and research results of the formative assessment at home and abroadand basically grasps the essential concept,theoretical  basis,  main  characteristics  and  the  research  trend  of  formative assessment both at home and abroad.In this research, the participants are 108 students of Class One and Class Two of Grade One in Weifang Middle School taught by the author herself,  among  whom  Class  One  serves  as  the  experimental  classes  with  55  students, Class  Two  ascontrol  class,  with  53students.  In  the  experimental  process,  the experimental  class  takes  formative  assessment  and  the  control  class  uses  the  original summative assessment method. By the teaching experiment, the study analyzes whether formative assessment can enhance students' language knowledge and skills, can change the attitude of students’ learning English, can improve students' interest in learning; can promote  students  to  master  effective  learning  strategies;  andcan  enhance  students' autonomous  learning  ability.  The  author  mainly  adopts  the  literature  review  method, experimental  method,  questionnaire  survey  method,  classroom  obser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。