【正文】 畢業(yè)論文（設(shè)計(jì)）Formative Assessment English on Reading Teaching in Senior Middle School1. Introduction 22. Research background 3 The limitation of present classroom assessment 3 The requirement of English New Curriculum Criteria on assessment 4 The significance of reading teaching 53 The present research of formative assessment 6 The development of formative assessment 6 The definitions of formative assessment 7 Classroom assessment in parison 8 Goals and principle of formative assessment 10 Types of Classroom formative assessment 11 Selfassessment 11 Teachers Assessment 12 Collaborative Assessment 12 Methods of Formative classroom assessment 13 Observation in classroom 13 Portfolios 13 Conferences 15 Journals, questionnaires and interviews 154 Formative assessments in reading teaching 16 Experiment aims 16 Subjects 16 Experiment process 16 Data collection and analysis 19 Implication and suggestions 22 Teacher’s roles 22 Teachers as diagnosticians 22 Teachers as trainers 23 Teachers as coaches 23 Teachers as coordinators 24 The effects on students’ learning interest 245. Conclusion 25References 26Appendix 271. IntroductionIt is well known that English teaching plays a very important role in the school education. The last two decades have witnessed a marked increase in English teaching as a foreign language in lots of countries. In order to meet the need of our nation’s development, we must reform our English teaching methods.Not only Chinese teachers but also the teachers of other countries or areas are trying to find a best way to teach foreign languages. Plenty of scholars and teachers focus on teaching assessment, calling for reform of it. They figure out that if they don’t change their assessment process and methods, they cannot meet the need of the nation’s development. Various classroom assessment methods can promote reflection on both the quality of teaching and the students’ learning performance as a means to develop and improve them constantly (see Genesee amp。 Upshur, 2001:5). It has been years since exams were regarded as the only way of assessing students’ knowledge of English. Nowadays, the EFL teaching and learning has shifted from the structural teaching approaches to municative, humanistic and learnercentered approaches. A new classroom assessment should be used in daily teaching. The assessments which education needs should not pay close attention to the scores the students get, but their daily performance in learning, their effort in learning and how much progress they have made. In a general word, the new assessment focuses on student’s learning process. 2. Research backgroundAssessment in education is the process of gathering, interpreting, recording, and using information about students’ responses to an educational task (see Harlen, Gipps, Broadfoot, amp。 Nuttall, 1992). The limitation of present classroom assessmentWhat is the current assessment situation in China? Most Chinese teachers are mainly using the same kind of assessment method. Luo Shaoxi (2003: 2) pointed out that the traditional education assessment (summative assessment) lays stress on result more than process。 the summative assessment pays attention to knowledge more than quality, and gives priority to selection more than encouragement. Traditional assessment has a basic assumption. That is: only a few students have high marks while the majority remain at the medium or bottom level. Only a small number of students are encouraged and they can experience the pleasure of success. According to the students’ grades, they are divided into good, ordinary and bad group. Students are usually graded on a system of 0 to 100: mark 90100 is the best, and mark below 60 means plete failure. But we know that the grades cannot tell exactly how well the students are learning the language and how much they are making progress, for grades can be affected by many factors, such as surroundings, timely mood, nervousness or healthy condition, weather situation, etc. Most of the teachers in senior middle schools carry out a system of summative assessment, which takes place at the end of a term, grade or a course of study, and it is focused on the mastery of discrete language points and linguistic accuracy. At the same time, many senior middle school students are not good at English learning. They have experienced lots of failure in English education. As a result, more and more students lose their interest in studying English, and bee less confident in EFL learning because of their low level of English knowledge and poor scores in tests, which make them feel anxious. They do not show positive attitude or motivation towards EFL learning when they act passively in English class, which leads to worse grades at next test. Such kind of assessment has caused great anxiety in students. The requirement of English New Curriculum Criteria on assessmentThe standards of English Curriculum clearly defined that the important objective in English teaching is to motivate students’ interest of study, their learning attitudes and strategies, and their cultural consciousness. In the course of teaching, a teacher should encourage students to learn by themselves, facilitate them to municate with others, motivate their creative thinking and help them build up scientific values. It will be difficult to arrive at these goals without changing the traditional way of assessment.The requirement for foreign language teaching in senior middle school is studentcentre. It is to motivate and develop students’ interest in learning English。 to have students build up their confidence。 to have students get into the habit of study and effective learning strategies. It requires teachers should help students to develop their own learning skills and motivation to cooperate. Teachers should get students to have basic knowledge of English with skills in listening, speaking, rea