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Abstract：Most of the current evaluations are for selecting and screening students， paying too much attention to students’ scores and rankings， ignoring the true feedback on the students’ actual learning process， not to mention incentives， regulation， and development of the student’s daily study. Most schools still use the single final evaluation method of the test to evaluate students’ academic performance.
Key words：formative evaluation; multiple intelligences; humanistic psychology
1 Problems in the current evaluation of English teaching in middle schools
According to the author’ s understanding of the current teaching evaluation， most of the current evaluations are for selecting and screening students， paying too much attention to students’ scores and rankings， ignoring the true feedback on the students’ actual learning process， not to mention incentives， regulation， and development of the student’s daily study. The content of the evaluation is mainly the knowledge points in the book， that is， the students’ ability to master the knowledge points of the book rather than the students’ practical ability to comprehensively use the knowledge， not to mention some other important aspects of the students， nor to balance the knowledge and ability. The evaluation of the relationship between the two has many problems. In fact， these seemingly less important aspects of the ability， but deeply affect the overall learning of students， such as some non-intellectual factors.
2 The definition of formative evaluation
The “formative evaluation” was first proposed by the American evaluator Scriven. In 1969， the famous American educator Bloom introduced this concept into the practice of educational evaluation. However， Black and William are defined for formative evaluation as “an activity that all teachers and students can provide feedback for improving teaching activities”. Black and William believe that evaluation in a broad sense includes all activities that teachers and students can concentrate on learning information. In the domestic definition of formative evaluation， some scholars also put forward their own views and opinions. Wang Daojun and Wang Hanzhen believe that formative evaluation is a timely test of students’ knowledge and ability development in the teaching process. The English Curriculum Standards Development Group also pointed out that when interpreting English curriculum standards， formative evaluation is a method of judging the interest， attitude， and level of participation in the learning process of students. Affirmation of their learning attempts to promote students’ enthusiasm for learning and help teachers improve their teaching. 3 Theoretical basis of formative evaluation
3.1 Multiple intelligence theory
Theory of Multiple Intelligence was proposed by psychologist Howard Gardner in 1983. He believes that the teaching evaluation of the traditional model is too singular and absolutely standardized. He pointed out that learning individuals have at least seven relatively independent intelligence：language intelligence， logical mathematical intelligence， spatial intelligence， musical intelligence， sports intelligence， interpersonal intelligence， and self-reflective intelligence. He believes that each learning individual has the above seven kinds of intelligence at the same time， but the various intelligence are combined differently in the learning individual and the degree is different. This has led to differences in the development of individual learning， as well as imbalances. This concept has laid a certain scientific and theoretical basis for teaching evaluation， and advocates not only to judge the learning situation of all learning individuals according to a certain fixed standard.
3.2 Humanistic view of learning
As early as the 1940s and 1950s， humanistic psychology rose in the United States. Maslow and Rogers were the main core figures of the teaching concept. Then humanism was applied to teaching and formed a humanistic view of teaching. This view of teaching has had a great impact. The core and foundation of the theory is that “people-centered” emphasizes the impact of emotions， attitudes， and values on learning. Rogers put forward the important idea of “student-centered”. Zhong Qiquan understands the humanistic view of learning as：establishing a people-centered teaching concept， placing students in the main teaching position， and adopting a self-evaluation method.
4 Diversified formative evaluation
4.1 Diversification of purpose in formative evaluation
The purpose of formative evaluation emphasizes：timely giving feedback on both students’ learning and teacher teaching， prompting students and teachers to adjust teaching. The plan is to obtain a more ideal teaching effect; and to fully tap the potential of each student， so that all aspects of the learner’s ability in the process of learning have been comprehensively improved， especially the practical use of English. The “English Curriculum Standards”（experimental draft） issued by the Ministry of Education also gives a description of the purpose of English teaching evaluation：through evaluation， students will continue to experience progress and success in the process of learning English courses， knowing themselves and building self-confidence. Promote the comprehensive development of students’ comprehensive language using ability; enable schools to timely understand the implementation of curriculum standards， and improve teaching management to promote the continuous development and improvement of English courses. 4.2 Diversification of the subject in formative evaluation
The diversification of the subject in formative evaluation refers to allowing more individual individuals to participate in the teaching evaluation. It breaks the traditional evaluation of single teacher evaluating， and allows the learners themselves to participate in the evaluation process. The learners are not only learners but also evaluators. Therefore， the subject of formative evaluation can be a teacher or a student， such as self-evaluation and mutual evaluation of learners. First， the learners’ self-evaluation. This is actually a process in which learners continue to improve themselves. Students understand their own strengths and can honestly face their own shortcomings. Second， learners evaluate each other. Finally， teachers are still the main subject of evaluation because they not only master the system’s expertise， but also have rich teaching experience. The evaluation of teachers has certain authority and can give students all-round feedback and evaluation. The learners will also fully adopt the teachers’ suggestions and feedback， which has a great guiding effect on their learning. Teachers can also accurately judge whether students have mastered the knowledge in books， such as：grammar points， sentence structure， text content， can give accurate judgment on the learner’s ability to actually use English.
5 Conclusion
Teaching evaluation is an indispensable part of English teaching.Scientific， systematic and objective teaching evaluation plays an important role in achieving teaching goals. The formative teaching evaluation system is the teacher’s feedback to obtain teaching， thus improving the teaching process and improving the quality of teaching. The new curriculum reform also advocates the implementation of formative evaluation， emphasizing students’ self-evaluation and mutual evaluation among students， as well as advocating records， observations， interviews and other forms to evaluate students’ learning， so as to better achieve educational goals and allow students to Become a comprehensive talent that the society needs.
[References]
[1]GROSS P，POWERS K. Evaluating assessments of novice programming environments[J].International Workshop on Computing Education Research，2005（2）：99-110.
[2]SAVI R，MEEGA. A model for the evaluation of games for teaching software engineering，technical report INCoD–N?001/2012–E–GQS[D].Brazil：Federal University of Santa Catarina，2012.
Key words：formative evaluation; multiple intelligences; humanistic psychology
1 Problems in the current evaluation of English teaching in middle schools
According to the author’ s understanding of the current teaching evaluation， most of the current evaluations are for selecting and screening students， paying too much attention to students’ scores and rankings， ignoring the true feedback on the students’ actual learning process， not to mention incentives， regulation， and development of the student’s daily study. The content of the evaluation is mainly the knowledge points in the book， that is， the students’ ability to master the knowledge points of the book rather than the students’ practical ability to comprehensively use the knowledge， not to mention some other important aspects of the students， nor to balance the knowledge and ability. The evaluation of the relationship between the two has many problems. In fact， these seemingly less important aspects of the ability， but deeply affect the overall learning of students， such as some non-intellectual factors.
2 The definition of formative evaluation
The “formative evaluation” was first proposed by the American evaluator Scriven. In 1969， the famous American educator Bloom introduced this concept into the practice of educational evaluation. However， Black and William are defined for formative evaluation as “an activity that all teachers and students can provide feedback for improving teaching activities”. Black and William believe that evaluation in a broad sense includes all activities that teachers and students can concentrate on learning information. In the domestic definition of formative evaluation， some scholars also put forward their own views and opinions. Wang Daojun and Wang Hanzhen believe that formative evaluation is a timely test of students’ knowledge and ability development in the teaching process. The English Curriculum Standards Development Group also pointed out that when interpreting English curriculum standards， formative evaluation is a method of judging the interest， attitude， and level of participation in the learning process of students. Affirmation of their learning attempts to promote students’ enthusiasm for learning and help teachers improve their teaching. 3 Theoretical basis of formative evaluation
3.1 Multiple intelligence theory
Theory of Multiple Intelligence was proposed by psychologist Howard Gardner in 1983. He believes that the teaching evaluation of the traditional model is too singular and absolutely standardized. He pointed out that learning individuals have at least seven relatively independent intelligence：language intelligence， logical mathematical intelligence， spatial intelligence， musical intelligence， sports intelligence， interpersonal intelligence， and self-reflective intelligence. He believes that each learning individual has the above seven kinds of intelligence at the same time， but the various intelligence are combined differently in the learning individual and the degree is different. This has led to differences in the development of individual learning， as well as imbalances. This concept has laid a certain scientific and theoretical basis for teaching evaluation， and advocates not only to judge the learning situation of all learning individuals according to a certain fixed standard.
3.2 Humanistic view of learning
As early as the 1940s and 1950s， humanistic psychology rose in the United States. Maslow and Rogers were the main core figures of the teaching concept. Then humanism was applied to teaching and formed a humanistic view of teaching. This view of teaching has had a great impact. The core and foundation of the theory is that “people-centered” emphasizes the impact of emotions， attitudes， and values on learning. Rogers put forward the important idea of “student-centered”. Zhong Qiquan understands the humanistic view of learning as：establishing a people-centered teaching concept， placing students in the main teaching position， and adopting a self-evaluation method.
4 Diversified formative evaluation
4.1 Diversification of purpose in formative evaluation
The purpose of formative evaluation emphasizes：timely giving feedback on both students’ learning and teacher teaching， prompting students and teachers to adjust teaching. The plan is to obtain a more ideal teaching effect; and to fully tap the potential of each student， so that all aspects of the learner’s ability in the process of learning have been comprehensively improved， especially the practical use of English. The “English Curriculum Standards”（experimental draft） issued by the Ministry of Education also gives a description of the purpose of English teaching evaluation：through evaluation， students will continue to experience progress and success in the process of learning English courses， knowing themselves and building self-confidence. Promote the comprehensive development of students’ comprehensive language using ability; enable schools to timely understand the implementation of curriculum standards， and improve teaching management to promote the continuous development and improvement of English courses. 4.2 Diversification of the subject in formative evaluation
The diversification of the subject in formative evaluation refers to allowing more individual individuals to participate in the teaching evaluation. It breaks the traditional evaluation of single teacher evaluating， and allows the learners themselves to participate in the evaluation process. The learners are not only learners but also evaluators. Therefore， the subject of formative evaluation can be a teacher or a student， such as self-evaluation and mutual evaluation of learners. First， the learners’ self-evaluation. This is actually a process in which learners continue to improve themselves. Students understand their own strengths and can honestly face their own shortcomings. Second， learners evaluate each other. Finally， teachers are still the main subject of evaluation because they not only master the system’s expertise， but also have rich teaching experience. The evaluation of teachers has certain authority and can give students all-round feedback and evaluation. The learners will also fully adopt the teachers’ suggestions and feedback， which has a great guiding effect on their learning. Teachers can also accurately judge whether students have mastered the knowledge in books， such as：grammar points， sentence structure， text content， can give accurate judgment on the learner’s ability to actually use English.
5 Conclusion
Teaching evaluation is an indispensable part of English teaching.Scientific， systematic and objective teaching evaluation plays an important role in achieving teaching goals. The formative teaching evaluation system is the teacher’s feedback to obtain teaching， thus improving the teaching process and improving the quality of teaching. The new curriculum reform also advocates the implementation of formative evaluation， emphasizing students’ self-evaluation and mutual evaluation among students， as well as advocating records， observations， interviews and other forms to evaluate students’ learning， so as to better achieve educational goals and allow students to Become a comprehensive talent that the society needs.
[References]
[1]GROSS P，POWERS K. Evaluating assessments of novice programming environments[J].International Workshop on Computing Education Research，2005（2）：99-110.
[2]SAVI R，MEEGA. A model for the evaluation of games for teaching software engineering，technical report INCoD–N?001/2012–E–GQS[D].Brazil：Federal University of Santa Catarina，2012.