目前,高中英语教学中主要运用传统的评价方式,即终结性评价。这种评价方式以考试成绩来评定学生的学习能力和教师的教学质量,无疑在某种程度上强化了分数的作用,使相当部分学生学习英语的动机和目的只是为了考试或升学。这种工具型的学习动机,显然不易激发学生学习英语的积极性和保持学习的持久性,不利于英语学习能力和实际运用能力的增加。一、形成性评价的概念及其作用形成性评价,又称过程性评价,是美国著名评价学专家Scriven于1967年提出来的。形成性评价强调要开展以调节教育过 At present, the main method of traditional English assessment in high school English teaching is terminal evaluation. This evaluation method to test scores to assess student learning ability and teaching quality, no doubt to some extent, enhanced the role of scores so that a considerable part of the motivation and purpose of learning English is only for the examination or further studies. This tool-based learning motivation is obviously not easy to stimulate students’ enthusiasm for learning English and maintain the durability of learning, is not conducive to English learning ability and practical ability to increase. First, the concept of formative evaluation and its role Formative evaluation, also known as the process of evaluation, is a famous American evaluation expert Scriven in 1967 proposed. Formative evaluation stressed the need to carry out education to regulate