Chapter One Introduction
1.1 Research background
No teaching activity can exist without teaching Assessment. Assessing student learning is routine in schools. However our evaluation upon vocational students’ English level has mainly been decided by the score of an examination paper with a deep influence in mind ever since the ancient times. With the influence of traditional concept, we judge whether a student is successful or not simply by their scores in such important exams as national college entrance examination. Under the examination-oriented Education system summative evaluation has for some time played a significant role in the history. Recently, the effectiveness of many longstanding practices has been questioned. It may be true, as Marzano maintained, Assessment is the “Vehicles for gathering information about students’ achievement or behavior” (12). Then national English curriculum, which advocates the utilization of formative assessment, was carried out three years ago. Such assessment reform has also been conducted in the author’s school since 2017. However there are still so many hinders in the implementation of formative assessment in secondary vocational schools.
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1.2 Purpose of the study
The NECS (new English curriculum standards) has emphasized that the important position of formative assessment in English teaching of secondary vocational schools. What’s more, it also advocates teachers to integrate all teaching resources in secondary vocational schools and fund an assessment system based on the career capabilities. Since cultural subjects like English shall serve for professional courses. Besides such moral objectives as cooperative consciousness and professional ethics is supposed to be integrated into the English lessons. While formative assessment belongs to evaluation in process and focus more upon the emotional factors of students during the learning process, such as their attitudes and mutual communication. Interaction among students and that between teachers and students helps to activate the potential ability of their self study. However the result of its implementation in vocational schools is not good because of teachers’ various attitudes and other factors. So to know and analyze its actual influence towards students’ study motivation seems crucial and necessary for the effective implementation. As what has been mentioned above to identify the factors which prevent vocational school teachers from executing formative assessment seems necessary to solve the recent problems. Additionally another problem needs solving if we want to have an e，英语论文题目，英语论文 |
