Abstract  The new curriculum standards proposed student-centered educational assessment philosophy, focusing on the formative assessment’ impact on students’ development. This paper reviews the concept of the new curriculum standards as a guide. Starting from the theoretical framework of formative assessment to the teaching of English reading at senior high school, it studies the specific construction of formative assessment in English reading teaching at senior high school. Self-assessment, peer-assessment and teacher’s assessment are used in pre-reading, while-reading and post-reading separately to evaluate students’ reading learning to fully reflects the attitude of students to English reading teaching, processes of learning and outcomes of  learning. Formative assessment can help to stimulate and develop student interest in reading, expanding reading knowledge, develop good reading habits and form effective learning strategies, then to encourage students to correctly use assessment tools and the results of assessments in the learning of reading. Meanwhile, formative assessment can also help teachers to adjust teaching content and methods.61652

Key words: English reading teaching at senior high school; formative assessment;  assessment; theoretical framework; construction; effect         

摘要新课程标准提出了以学生为本的教育评价理念，注重形成性评价对学生发展的作用。本文以新课程标准的评价理念为指导，从形成性评价在高中英语阅读教学中理论框架出发，探究了形成性评价在高中中英语阅读教学中的具体构建：通过在阅读前、阅读中和阅读后这三个教学环节中运用学生自评、同伴互评和老师评价等方式来评价学生的阅读学习，全面地反映学生在英语阅读教学中的学习态度，学习过程和学习效果。形成性评价有助于激发和培养学生阅读兴趣，扩大阅读知识面，培养学生养成良好的阅读习惯和形成有效的学习策略，并能促使学生正确地在阅读教学中使用评价手段以及评价结果。同时形成性评价还有助于教师及时调整教学内容与方法。

毕业论文关键词：高中英语阅读教学；形成性评价；理论框架；构建；效果

Content

1. Introduction 1

2. Literature Review 2

3. Theoretical Framework 3

3.1 Formative assessment 3

3.3 Models of formative assessment 3

3.4 Feasibility of formative assessment in English reading teaching at senior high school 4

4. Construction of Formative Assessment in Senior High School English Reading Teaching 5

4.1 Formative assessment in pre-reading 5

4.2 Formative assessment in while-reading 6

4.3 Formative assessment in post-reading 9

5. Positive Effects Brought by Formative Assessment 11

5.1 Positive effects of self-assessment 11

5.2 Positive effects of peer-assessment 11

5.3 Positive effects of teacher’s assessment 12

6. Conclusion 13

Works Cited 15

 1. Introduction

In the English-language learner's learning environment, reading is the most important language input. In the process of reading teaching, students learn under teacher’s organizations, help and guidance. Teachers need the guidance of the assessment to judge whether students have finished teaching objectives. Teaching assessment is an important basis for teachers to get feedback from teaching ,and to improve teaching management to ensure the quality of teaching as well as the effective means for students to adjust the students’ learning strategies ,and to improve learning methods to improve learning efficiency to achieve good outcomes.Besides,the new curriculum standards set specific requirements for senior high school students' English reading ability , in addition to the requirements for understanding of the chapter and obtaining of information, as well as the vocabulary mastery in the traditional sense, new curriculum standards also proposed that students can master the reading strategies and skills, cultivate cultural interest in reading, use multimedia to improve reading ability and other requirements. 过程性评价在高中英语阅读教学中的构建:http://www.751com.cn/yingyu/lunwen_67504.html