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and after the experiment the percentage is 42%, which means nearly half of the students in CC still feel that reading learning is not easy. From Q5 we can see that before  and  after  the  experiment  half  of  the  students  in  CC  think  reading  learning  is  very boring.  From  Q6,  only  one  third  of  the  students  in  CC  like  reading  class  before  the experiment  and  after  the  experiment.  From  the  record  above,  we  can  conclude  that traditional  assessment  could  not  decrease  the  anxiety  and  nervous  of  English  reading learning obviously. 

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Conclusion 

After several weeks’ experiment on the application of Formative Assessment in senior high school English reading teaching, the conclusion can be reached. This paper conducts research on the application of Formative Assessment to English reading teaching in Senior High School. It explores the effectiveness to use the method in English reading class. The major findings of this paper can be listed below:  First  of  all,  from  the  analysis  of  questionnaires  and  interviews  of  EC  and  CC,  the students’  attitude  towards  English  reading  learning  in  EC  altered  through  Formative Assessment.  Before  the  experiment,  the  records  between  the  two  classes  had  no  obvious difference. Most of them didn’t have much desire and confidence to learn English reading. However, the students in EC improved more than that in CC for they perform with stronger motivation and higher confidence. In Formative Assessment, the evaluation of students is not  just  limited  by  tests,  and  students  in  different  levels  have  opportunities  to  perform themselves. Also, the encouragement and praise from teachers to students who have a good performance in the process of learning will change attitude of students in learning. Secondly,  from  the  data  analysis  and  comparison  of  pre-test  and  post-test  in  EC  and CC, it was obvious that the students who have been trained by the Formative Assessment in  EC  could  do  better  than  the  students  in  CC.  That  is  to  say,  Formative  Assessment  can improve  students’  reading  competence  integrated  with  traditional  method.  It  improves students’  competence  of  independent  study  and  self-evaluation,  and  opens  new  space  of English learning. In the process of Formative Assessment, students take part in assessment, and  they  have  a  witness  of  their  improvement.  They  know  about  how  to  analyze  their deficiency from the assessment, develop competence of self-assessment, and have a better unders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。