An Empirical Study of the Influence of Formative Assessment on Classroom Environment of College English Reading, Writing and Translating

The study investigated the students' perception of classroom environment of English Reading, Writing, Translating class after increasing the share of formative assessment to 50% through quantitative and qualitative analysis, and explored whether there are influence differences between different level classes and students of three-level proficiency. Results demonstrate that: 1) students' overall perception of classroom environment has improved, especially in the "Classroom Involvement"; 2) there are influence differences between two classes, significant difference presented on five factors, namely, "Students' Cooperation", "Students' Collaboration", "Students' Responsibility", "Equality" and "Teachers' innovation"; 3) after increasing the ratio of formative assessment, the influence of high and medium-level group is positive on all factors while the low-level group show negative influence in "Students Cooperation"; "Teachers' Leading"; "Equality" and "Teacher' innovation".