【正文】 ’ learning, that formative assessment includes the involvement of both teachers and students and that formative assessment includes the notion of feedback, that is, “any information that is provided to the performer of any action about that performance”(Black amp。 to have students build up their confidence。畢業(yè)論文（設(shè)計）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。 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。 understanding of themselves as learners.In summary, formative assessment has enjoyed enormous popularity over the last decade. Much work has already been done in providing examples of portfolios, student portfolio, progress cards and interview techniques, etc. The definitions of formative assessment Assessment, which is intended to enhance teaching and learning, is called formative assessment. Different definitions of it given by different scholars are as follows:“Formative assessment is defined as the process used by teachers and students to recognize and respond to students learning in order to enhance that learning, during the learning process”(Cowie amp。 Upshur, 2001: 77). PortfoliosA portfolio is a purposeful collection of student work that tells the story of student achievement of growth. Genesee and Upshur (2001: 99) thought that a portfolio is a purposeful collection of students’ work that demonstrates to students and others their progress and achievements in given areas. It maybe defined as “the use of records of a student’s work over time and in a variety of modes to show the depth, breath, and development of the students’ abilities” (Genesee am