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Introduction
1.1 Background
As we all known， assessment is vital to the education process. It is required in the High School English Curriculum Standard that formative assessment should be combined with summative assessment to assess students' English learning activities. However， actually in most senior high schools， the most visible assessments are summative assessments. Summative assessments are used to measure what students have learnt at the end of a unit， to promote students， to ensure they have met required standards or as a method for selecting students for entry into further education， most FL teachers in senior high schools of China tend to regard students’ marks of their tests and exams as the evaluation standard of students’ learning condition. That’s to say， teachers give little consideration to the process but the result of assessment in their daily education.
Besides， after reforming of new curriculum in 2017， department of education points teachers should enhance the process of evaluation to develop students’ ability of self-evaluation and activate students’ motivation of learning through proper assessment. That’s to say， teachers should pay more attention to the assessing process and make students to be the center of assessment.
Purpose and significance
Based on this situation， the author wants to research about the implementation of assessment for learning in senior high schools’ teachers’ daily teaching. This kind of assessment is derived from formative assessment and it focused on the evaluation process. Through the research， the author can get a general impression to the current situation of teachers’ assessment for learning in senior high school. Then， the author can compare the researching result with the objectives required by our new curriculums and find out deficiency of the class assessment in senior high school and give suggestions according to the researching results.
Literature Review
2.1 Definition of assessment for learning
The earliest use of the term Assessment for Learning appears to be a title of that chapter by Fuchs， L. S &Fuchs， D. （1986）. However， the experts just used the term but never gave a brief definition of it.
Assessment Reform Group （2002） pointed that assessment for Learning is the process of seeking and interpreting evidence for using by learners and their teachers to decide where the learners are in their learning， where they need to go and how best to get there. Besides， Black， P. & William， D（ 2004） defined Assessment for Learning as "Assessment for Learning is any assessment for which the first priority in its design and practice is to service the purpose of promoting students' learning". From the definitions， the author finds that assessment for Learning （AfL） is synonymous with formative assessment. Ding Bangping （2008）， the professor of Beijing normal university pointed that assessment for learning derived from the formative assessment. However， Black， P. & William， D （2003） said that AfL refers specifically to the collection of approaches and techniques associated with the practice of formative assessment. That’s to say， assessment for learning paid more attention to the specific strategies and techniques to students’ class evaluation. Also in this paper they think Assessment for Learning is equal to Formative Assessment.
2.2 Theoretical Basis of Assessment for Learning
In the paper J. G. Brooks & M. G. Brooks （1993） pointed that Constructivism Learning Theory emphasizes that learners' active leaning is very important for the acquiring of new knowledge and learners are the center of the learning process. This is just like what is in assessment for learning. Students are the center of the assessment. The teacher's tasks are to make students know from what aspects they should give assessment， offer help if students have problems during the assessment and give final comments to students' writings. And students' self-assessment and peer assessment are the key factors in this kind of assessment. Therefore， from the Constructivism Learning Theory， we can conclude that students should be the center of the assessment. Assessment for learning should pay attention to the assessing process and motivate students’ self-assessment and peer-assessment in class. Teacher should regard evaluation as the method to activate students’ learning but not just to test their learning situation.
Conclusion
While the experiment achieved good results， the researchers also found some issues that need special attention during peer evaluation and self-evaluation. First of all， the students in the experimental class paid more attention to the errors in the language and content of the composition in the composition evaluation， and most of the concerns were focused on some surface errors， such as word spelling， personal tense， and subject-verb agreement. Finally， students of different levels have different attitudes and learning effects on peer evaluation and self-evaluation. Relatively speaking， students with higher level of performance are more active in teaching experiments. They are more in favor of using peer evaluation and self-evaluation， and can give more accurate feedback to classmates and their compositions. Be positive， but eager for guidance and help from teachers， and negative for low-level students.
Reference
[1] 丁邦平.從“形成性评价”到“学习性评价”：课堂评价理论与实践的新发展[J].课程.教材.教法，2008.
[2] 中华人民共和国教育部《普通高中英语课程标准（2017年版）》
[EB].中华人民共和国教育部 2017.
[3]Assessment Reform Group. 10 principles of assessment for learning [M]，2002.
[4] J. G. Brooks & M. G. Brooks. The Case_for Constructivist Classrooms [M]. Alexandria： Association for Supervision and Curriculum Development， 1993.
[5] Black， P.， Harrison， C.， Lee， C.， Marshall， B.，&Wiliam， D. 2004. Working inside the black box： assessment for learning in the classroom [J] 2004
[6]Black， P.， Harrison， C.， Lee， C.， Marshall， B.，&Wiliam， D. 2004. Assessment for
作者简介：林珈亦（1995.02-），女 ，汉族 ，河南郑州人，西北农林科技大学园艺学院2017级硕士研究生
1.1 Background
As we all known， assessment is vital to the education process. It is required in the High School English Curriculum Standard that formative assessment should be combined with summative assessment to assess students' English learning activities. However， actually in most senior high schools， the most visible assessments are summative assessments. Summative assessments are used to measure what students have learnt at the end of a unit， to promote students， to ensure they have met required standards or as a method for selecting students for entry into further education， most FL teachers in senior high schools of China tend to regard students’ marks of their tests and exams as the evaluation standard of students’ learning condition. That’s to say， teachers give little consideration to the process but the result of assessment in their daily education.
Besides， after reforming of new curriculum in 2017， department of education points teachers should enhance the process of evaluation to develop students’ ability of self-evaluation and activate students’ motivation of learning through proper assessment. That’s to say， teachers should pay more attention to the assessing process and make students to be the center of assessment.
Purpose and significance
Based on this situation， the author wants to research about the implementation of assessment for learning in senior high schools’ teachers’ daily teaching. This kind of assessment is derived from formative assessment and it focused on the evaluation process. Through the research， the author can get a general impression to the current situation of teachers’ assessment for learning in senior high school. Then， the author can compare the researching result with the objectives required by our new curriculums and find out deficiency of the class assessment in senior high school and give suggestions according to the researching results.
Literature Review
2.1 Definition of assessment for learning
The earliest use of the term Assessment for Learning appears to be a title of that chapter by Fuchs， L. S &Fuchs， D. （1986）. However， the experts just used the term but never gave a brief definition of it.
Assessment Reform Group （2002） pointed that assessment for Learning is the process of seeking and interpreting evidence for using by learners and their teachers to decide where the learners are in their learning， where they need to go and how best to get there. Besides， Black， P. & William， D（ 2004） defined Assessment for Learning as "Assessment for Learning is any assessment for which the first priority in its design and practice is to service the purpose of promoting students' learning". From the definitions， the author finds that assessment for Learning （AfL） is synonymous with formative assessment. Ding Bangping （2008）， the professor of Beijing normal university pointed that assessment for learning derived from the formative assessment. However， Black， P. & William， D （2003） said that AfL refers specifically to the collection of approaches and techniques associated with the practice of formative assessment. That’s to say， assessment for learning paid more attention to the specific strategies and techniques to students’ class evaluation. Also in this paper they think Assessment for Learning is equal to Formative Assessment.
2.2 Theoretical Basis of Assessment for Learning
In the paper J. G. Brooks & M. G. Brooks （1993） pointed that Constructivism Learning Theory emphasizes that learners' active leaning is very important for the acquiring of new knowledge and learners are the center of the learning process. This is just like what is in assessment for learning. Students are the center of the assessment. The teacher's tasks are to make students know from what aspects they should give assessment， offer help if students have problems during the assessment and give final comments to students' writings. And students' self-assessment and peer assessment are the key factors in this kind of assessment. Therefore， from the Constructivism Learning Theory， we can conclude that students should be the center of the assessment. Assessment for learning should pay attention to the assessing process and motivate students’ self-assessment and peer-assessment in class. Teacher should regard evaluation as the method to activate students’ learning but not just to test their learning situation.
Conclusion
While the experiment achieved good results， the researchers also found some issues that need special attention during peer evaluation and self-evaluation. First of all， the students in the experimental class paid more attention to the errors in the language and content of the composition in the composition evaluation， and most of the concerns were focused on some surface errors， such as word spelling， personal tense， and subject-verb agreement. Finally， students of different levels have different attitudes and learning effects on peer evaluation and self-evaluation. Relatively speaking， students with higher level of performance are more active in teaching experiments. They are more in favor of using peer evaluation and self-evaluation， and can give more accurate feedback to classmates and their compositions. Be positive， but eager for guidance and help from teachers， and negative for low-level students.
Reference
[1] 丁邦平.從“形成性评价”到“学习性评价”：课堂评价理论与实践的新发展[J].课程.教材.教法，2008.
[2] 中华人民共和国教育部《普通高中英语课程标准（2017年版）》
[EB].中华人民共和国教育部 2017.
[3]Assessment Reform Group. 10 principles of assessment for learning [M]，2002.
[4] J. G. Brooks & M. G. Brooks. The Case_for Constructivist Classrooms [M]. Alexandria： Association for Supervision and Curriculum Development， 1993.
[5] Black， P.， Harrison， C.， Lee， C.， Marshall， B.，&Wiliam， D. 2004. Working inside the black box： assessment for learning in the classroom [J] 2004
[6]Black， P.， Harrison， C.， Lee， C.， Marshall， B.，&Wiliam， D. 2004. Assessment for
作者简介：林珈亦（1995.02-），女 ，汉族 ，河南郑州人，西北农林科技大学园艺学院2017级硕士研究生