评估作为一种收集信息和测量对象属性的综合方法，是对认知的形而上学的收集。在教育领域，对评估的研究被系统地分为两类：总结性评估和形成性评估。形成性评估这一术语最初是由美国教育学家Scriven于1967年提出的，并且此后在教育领域广泛讨论。《普通高中英语课程标准（2017年版）》提出了关于英语学科核心素养的培养要求，强调了形成性评估在第二语言课堂教学中的实践，旨在通过集成的教学和评估模式评估和提升英语核心能力。然而，关于形成性评价学习效果与具体的评价实践内容对应的研究很少。

本文旨在探讨高中英语听说教学中形成性评估与学生学习策略的协同作用。具体而言，它旨在从学习策略和学生情感态度的角度展示形成性评估如何促进学生的英语核心学科能力。

这篇研究沿用罗少茜教授对于形成性评价的定义，形成性评价作为一种活动范式，并不局限于单一的活动形式。研究采用问卷调研分别对学生在平时英语听说学习语境下对形成性评价的态度以及学生对于反馈的态度的调研回应研究问题中对于形成性评价使用情况以及形成性评价与学习策略之间的关系。研究发现，形成性评价的定义与学习策略之间存在同协作用，这不仅仅体现在二者的定义内容中重合程度，还有学生对于形成性评价反馈态度与学生学习策略发展呈现正相关。研究使用Kluger and DeNisi研究框架侧面给予教师学生对课堂中形成性评价使用效度的建议，同时也为学生学习策略发展给予建议。

Assessment is a metaphysical process of gathering recognition through the combination of information gathering and object attribute measurement.  Formative assessment and summative assessment are the two categories into which its study in the field of education is systematically divided. Since its first use in 1967 by American educationalist Scriven, the phrase formative assessment has generated a lot of discussion in the field of education. The goal of the English curriculum is to evaluate and develop the core competencies of the English subject through an integrated model of teaching and assessment strategy. Guidelines for this strategy were established by the "General Senior High School English Curriculum Standards (2017 Edition)". It emphasizes on the importance of formative assessment in language learning. However, limited research exists on the learning outcomes of formative assessment and its corresponding evaluation practices.

This paper aims to explore the synergistic effect of formative assessment and student learning strategies in high school English listening and speaking instruction. Specifically, it seeks to demonstrate how formative assessment promotes students’ core English subject competencies from the perspectives of learning strategies and students’ affection attitudes.

This study employs Luo’s (2016) definition of formative assessment as an activity paradigm not confined to a single form. Questionnaire surveys investigate students’ attitudes towards formative assessment and feedback in their English listening and speaking learning, addressing the use of formative assessment and its relationship with learning strategies. Findings reveal a synergistic effect between formative assessment and learning strategies, evident in the overlap of their definitions and the positive correlation between students' attitudes towards feedback and their learning strategy development. Applying Kluger and DeNisi’s (1996) framework, the study offers recommendations for the effective use of formative assessment and the development of students' learning strategies.