Abstract With the continuous progress of the new curriculum reform of English, the quality of middle school English teaching has advanced greatly in recent years. Despite the progress, many significant    improvements still need to be made in English teaching modes. As is known to all, assessments play an important role in English teaching, because it can reflect teaching effects directly and clearly. Generally speaking, assessments can be classified into formative assessment and summative assessment. However, in the current education system, assessments have not been used effectively in middle school English teaching. This thesis is intended to make an analysis between the two assessment models, especially their differences in definition, teaching effects and application in classes. 53656

Keywords: formative assessment; summative assessment; comparison; assessment models

摘要随着英语新课程改革的不断进步，初中英语教学质量获得了很大的提升。尽管如此，其教学模式仍有待改进。众所周知，评价在英语教学中扮演着重要的角色，因为它能够直观明了地反应教学效果。评价一般可分为形成性评价和终结性评价。但在现行的教育体系中，这两种评价方式在初中英语教学中没有得到有效应用。本文着重分析形成性评价和终结性评价这两种评价模式，尤其是二者在定义、教学效果和课堂应用等方面的不同。

毕业论文关键词：形成性评价；终结性评价；对比；评价模式

Contents 

1. Introduction 1

2. Current Assessment Model of English Teaching in Middle School 1

3. Definition of the Two Assessments 2

3.1 Definition of Formative Assessment 2

3.2 Definition of Summative Assessment 3

4. Effects of the Two Assessments for English Teaching 3

4.1 Advantages of Formative Assessment 3

4.2 Disadvantages of Formative Assessment 4

4.3 Advantages of Summative Assessment 4

4.4 Disadvantages of Summative Assessment 5

5. Application of the Two Assessments in English Teaching 5

5.1Examples of Formative Assessment in English Teaching 5

5.2Examples of Summative Assessment in English Teaching 8

6. Suggestions 8

7. Conclusion 10

Works Cited 12

1. Introduction 

 English teaching is by no means a pure teaching process in classes, which includes many other procedures such as teaching design before class, teaching methods in class, teaching reflection after class and so on. In the language testing lecture, formative assessment is usually contrasted with summative assessment on the grounds that the former is intended to feed back into the teaching and learning process while the latter reports on the outcomes of learning (Bachman, 1996: 60). Over a long period of time, many teachers have considered summative assessment to be the only way to evaluate students’ achievements, which is unilateral to some extent. With the constant deepening of the study of middle school English teaching, teachers gradually pay attention to formative assessment. Some teachers have tried to apply it into their teaching, but this is far insufficient for demands of New English Curriculum Standard. The aim of this thesis is to let teachers have a better understanding of formative and summative assessments in middle school English teaching. Then, through ceaseless exploration, they are able to apply the two assessments properly and effectively into their teaching.源'自:吹冰]'论-文'网"]www.chuibin.com