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the  summative  assessment  has  dominated  the  English assessing system for a long time, it may not truly reflect the students’ learning interest, learning process, learning needs, and their overall development and the overall goal of junior high school English course. Second, the Ministry of Education has determined to  reform  the  ELT  assessing  system,  and  issues  some  important  documents,  such  as New  English  Curriculum  Criteria  (for  Experiment)  in  2001  and  New  English Curriculum Criteria (revised) in 2011. Finally, many researches have been conducted to  verify  the  effect  of  formative  assessment  in  ELT,  and  the  results  turn  out  to  be positive and active, but the research has rarely been conducted to apply the formative assessment  to  ELT  in  RJHS.  It  is  of  great  significance  to  apply  the  formative assessment  to  ELT  in  RJHS,  as  it  will  enable  the  teachers  and  the  students  in  rural area  to  apply  more  effective  evaluation  methods,  and  improve  the  practice  and  the theories of ELT there.A scientific assessing system can not only encourage the students to learn, make them  experience  more  successes,  and  enhance  their  confidence  in  learning  English, but  also  monitor  the  teaching  process  and  provide  the  teachers  with  more  feedback about  teaching  and  learning.  Many  researches  at  home  and  abroad  suggest  that appropriate  application  of  formative  assessment  in  ELT  can  benefit  teaching  and learning. Thence, this research is applying the formative assessment to ELT in RJHS, with the purposes of verifying its effects on students’ English proficiency, their affect to English and their autonomous learning, and testifying the feasibility of this research itself.  At  last,  the  author  expects  to  explore  and  build  a  practical  and  effective assessing  mode,  with  the  hope  to  enrich  formative  assessment  practice  and  theories and popularize the use of formative assessment in rural junior high schools.  
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Chapter Two Literature Review  

2.1 Formative Assessment  
 Many  scholars  have  defined  formative  assessment,  but  the  definition  of formative  assessment is  firstly  put  forward  by  an  American philosopher,  Mr. Scriven in1967.  He  gives  the  definition  of  formative  assessment  in  his  classic  work,  The Methodology of Evaluation. And  the  concept  of  formative  assessment  is  put  forward opposed to“summative as本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。