Teachers' Views on Conducting Formative Assessment in Chinese Context

− A new system of curriculum evaluation of formative assessment has been established in secondary education system in China for seven years. Attention has been given to teaching and learning as a meaning making interactive process rather than summative result of assessment. In the English teaching area, instead of using solely summative assessment, teachers are asked to give students formative assessment during the teaching process. In order to further investigate the effectiveness and possible problems of formative assessment in secondary English teaching, a questionnaire survey was conducted to investigate the situation from the teachers’ perspectives. Views of the teachers’ on positive aspects and potential problems of formative assessment in English teaching are examined in this paper. With the support of some theoretical formative views, this paper then presents some effective suggestions through discussions.