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Research on the Implementation of Formative Assessment in the Junior Middle School EFL Classroom

Xiaona Jia


In order to make up for the weakness of summative evaluation, which cannot truly reflect the progress and existing problems in students’ learning process, in the basic education stage, this paper applies formative evaluation to junior middle school English teaching. In this study, the students of class 5, grade 2 in Zhangjiagang No.2 Middle School were selected as the research subjects, and formative evaluation was conducted in the experimental class for 10 weeks by using the methods of questionnaires and interview. After the experiment, SPSS software was used to compare and analyze the data of questionnaire for students before and after the experiment from two dimensions: learning interest and attitude, and self-reflection ability. In order to explore the resistance in the process of implementation, the English teachers in the experimental class were interviewed after the experiment. The results showed that students had a high degree of acceptance and recognition of formative evaluation and there was resistance in teachers’ long-term use of formative assessment. In view of the difficulties encountered in the implementation of formative assessment, this study put forward some suggestions for the effective implementation of formative assessment.


Junior middle school English teaching; Formative assessment; Empirical research

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DOI: http://dx.doi.org/10.18686/ahe.v7i14.8651