Abstract Formative assessment in our country has been written into the national education documents, such as Curriculum Standards, College English Curriculum requirements。 Because of the misunderstanding of formative assessment, the implementation has caused a lot of problems。 Compared with the research and practice of formative assessment in the western developed countries, in terms of policy, research and practice our country still have much more space for progress。73941

Considering the primary school English curriculum evaluation as the research object, combined with the related researches written by previous scholars, this essay focuses on how to make the formative assessment more widely applied in the primary school English teaching, in order to let students know their learning situation better and arouse their learning interest。

First of all, the essay illustrates the definition of formative assessment and the purpose and significance of its application。 Secondly, it shows the shortcomings of formative assessment in terms of practical application。 Thirdly, it points out the irrationality of the curriculum arrangement in China and puts forward the necessity to advance our evaluation system in a new direction。 Finally, the author will make a summary combined with the actual and the proposed suggestions。

Key Words: formative assessment curriculum arrangement primary school

摘要 形成性评价在我国已经写入了国家级教育文件，如课程标准、大学英语课程

要求等。但是对于形成性评价片面的理解使得形成性评价的实施已经出现了很大 的问题。相对于西方发达国家对于形成性评价的研究与实践状况相比，在政策、 研究和实践方面我国都还有很大的进步空间。

本文以小学英语课程评价为研究对象，结合之前学者对于形成性评价的相关 研究，重点研究如何将形成性评价更广泛的运用于小学英语教学中，以达到提高 每个学生对于自身的了解并提升自己对于学习的兴趣的目的。

首先，文章在开头阐述形成性评价的定义以及其运用的目的和意义。其次， 分析形成性评价在实际运用方面的不足性。再次，指出国内课程安排的不合理性 并提出必要的改变方向。最后将所提出的建议与实际结合并做出总结。

毕业论文关键词：形成性评价 课程安排 小学

Contents

Abstract i

摘要 ii

Chapter One Introduction 1

1。1 Definition of formative assessment 1

1。2 Significance and purpose 1

Chapter  Two Main   Problems   in   the   Research   and   Practice   of  Formative Assessment 1

2。1 Lack of support 2

2。2 Conflicts between examfominated-education and formative assessment 3

2。3 Lack of training and innovation evaluation of teachers 4

2。4 Students’ insufficient attention to the evaluation results 5

Chapter Three More Rational Uses of Formative Assessment