随着《普通高中英语课程标准》（2017年版）和《义务教育英语课程标准》（2022年版）的陆续颁布，教学评价的范式从传统的评价开始转型，形成性评价在中学英语课堂评价中占据着越来越重要的地位。而要发展教师的形成性评价能力，就需要关注教师的形成性评价素养，特别是对于新手英语教师，由于教学经验的缺乏，其形成性评价素养更需要被关注。近年来，有关形成性评价素养的研究越来越多，但鲜有关注新手英语教师在阅读课中表现出来的形成性评价素养，即教师的阅读形成性评价素养。鉴于英语阅读能力是英语语言能力的重要要素之一，英语阅读课堂也是英语教学中不可或缺的课堂类型，为探究初中英语新手教师是否具备合格的阅读形成性评价素养，本研究采用个案研究的方法，通过半结构式访谈、课堂观察、相关资料收集等方式，深入分析了两名初中英语新手教师（A教师和X教师）的阅读形成性评价素养情况和影响其阅读形成性评价素养的因素。

研究表明，在阅读形成性评价原则上，A教师有比较明确的评价目标和评价内容，X教师在这方面较为匮乏。但对于阅读教学中的伦理道德和公平性，A教师和X教师都能够有所关注。在阅读形成性评价知识上，A教师有一定的理论基础，并能够在课堂上关注学生的特质，而X教师评价知识较为匮乏，课堂上对学生特质的关注度不高。但两名教师在培养学生阅读策略和阅读微技能上都比较重视。在阅读形成性评价技能上，A教师和X教师在阅读课上会使用多种评价方式，但X教师受传统课堂的影响，评价方式较为传统。而在课堂评价反馈上，由于A教师和X教师阅读课堂中的跟进型反馈占比较少，其阅读课堂的形成性特征均不明显。

在两位初中英语新手教师阅读形成性评价素养形成和发展的过程中，教师的教学背景与培训、教学经历与经验、个人态度与信念以及学校文化与环境四个方面是影响其形成性评价素养的重要因素。因此，在现有知识和经验的基础上，要发展新手教师的阅读形成性评价素养，既需要提升教师的主观能动性，又需要为教师创设一个开放包容的教学环境，同时提供给教师专业化学习和发展的平台。

With the release of The New English Curriculum Standards of Senior High School （2018）and The English Curriculum Standards in the Phase of Compulsory Education （2022）, the paradigm of assessment has begun to transform from traditional assessment. Formative assessment has played an increasingly important role in English teaching. In order to develop teachers’ formative assessment ability, it is necessary to pay attention to teachers’ formative assessment literacy, especially for novice English teachers, whose formative assessment literacy needs to be paid more attention due to the lack of teaching experience. In recent years, there have been more and more studies on formative assessment literacy, but little attention has been paid to novice English teachers’ formative assessment literacy in reading classes. Reading ability is one of the most important parts of English language ability and reading class is also an indispensable class type in English teaching. Based on it, the study employed case study to explore whether novice English teachers in junior high school have qualified reading formative assessment literacy. Through semi-structured interviews, classroom observation, relevant data collection and other data collection methods, the study deeply analyzed the formative assessment literacy of two novice English teachers in junior high school （teacher A and teacher X） and the factors affecting their formative assessment literacy.

The results show that in formative assessment principles of reading, teacher A has clear assessment objectives and content, while teacher X is lacking in this aspect. However, both teacher A and teacher X can pay attention to the ethics and fairness in reading teaching. In terms of formative assessment knowledge, teacher A has known some assessment theories and is able to pay attention to students’ characteristics in class, while teacher X lacks assessment knowledge and pays little attention to students’ characteristics in class. However, both teachers focus on developing students’ reading strategies and reading micro-skills. And for formative assessment skills in reading, teacher A and teacher X use a variety of assessment methods in reading class, but teacher X is more influenced by traditional English teaching. However, in terms of feedback in reading classes, both teacher A and teacher X have small proportion of follow-up feedbacks in their reading classes, which shows their assessments in reading classes are not very formative.

In the process of formation and development of formative assessment literacy of two teachers, their teaching background and training, teaching experience and experience, personal attitude and belief, and school culture and environment are the important factors affecting their formative assessment literacy. Therefore, on the basis of existing knowledge and experience, in order to develop novice English teachers’ formative assessment literacy in reading classes, it is necessary to enhance the subjective initiative of teachers, create an open and inclusive teaching environment for teachers, and provide a platform for teachers’ professional learning and development.