Formative Assessment On English Writing Self-efficacy Of High School Students Empirical Research On Impact

In 2017,the new English curriculum standards which is for senior high schools’ students was announced by the Chinese Ministry of education which clearly put forward the important concept of subject literacy,which is mainly reflected in scientific education.The core literacy of English discipline mainly includes students ’language ability training,students’ thinking ability,students ’cultivation of cultural awareness,and students’ learning ability.Writing is an indispensable communication with communication means is a practical language application skill.The new curriculum standard also puts forward specific and clear provisions on the methods and means of English teachers’ writing assessment,which requires English teachers to use difference means to evaluate students’ study.Encourage students to increase their interest in English writing.However,in today’s English Writing Teaching Class,a variety of teachers did not change the assessment of writing,which caused some students have not enough self-efficacy to English writing.In order to change this phenomenon,the author will apply to the high school student English writing classroom in this study,in order to explore whether the formative assessment can improve the self-efficacy of high school students.Cooperative learning theory,Multi-intelligence theory,and Social cognitive theory will be used as the theoretical basis for this study.The author will use a total of 102 students in Harbin City of Heilongjiang Province as the research object of this study and explore the following questions:（1）What is the overall self-efficacy of senior high school students’ English writing?（2）Does formative assessment improve senior high school students’ writing self-efficacy?（3）How does formative assessment affect students’ writing self-efficacy at different levels?In order to get more accurate research results,therefore,in terms of research methods,the author expects to use quantitative research as the main research method supplemented by qualitative research.Firstly,the author divides the students into high-level,medium-level and low-level.Before the experiment,the questionnaire "English writing self-efficacy of senior high school students" will be distributed to the students to investigate the level of English writing self-efficacy of senior high school students,In the experiment,the formative assessment teaching experiment is carried out in the experimental class,and the summative assessment is adopted in the control class.After three months of teaching experiment,the author distributes the self-efficacy questionnaire again,and after the experiment ends,randomly selects two students from each level in the experimental class to carry out a semi-structured study.Then,the author will use SPSS.26 to discuss the collected data.The results of the analysis show that the application of formative assessment to the teaching of English writing in high school can improve the self-efficacy of high school students in English writing.Experiments show that "formative assessment" has certain effectiveness in improving high school students’ English writing self-efficacy and it has different effects on students at different levels.