A Study On The Application Of Formative Assessment Feedback Loop Model In Junior High School English Writing Teaching

With the issuance of the new curriculum standards,the skill of English writing has placed higher demands on students ’ English proficiency and the marks have tended to increase year on year.However,teaching methods and assessment did not follow closely behind and the assessment of English writing is both single and insightful,especially in junior high schools.According to above issues,this study is theoretically based on the interaction theory and the research subjects ofthis study are 32 students in the first grade of Tongliao Chaolutu Junior High School.The experimentation,classroom observation,questionnaire and interview are used,in which the experimental class uses the formative assessment feedback loop model,with the intention of addressing the following three questions.First,what is the cognition of formative assessment among English teachers in Junior high schools? Second,does the implementation of the formative assessment feedback loop model improve students ’writing? Third,how can the feedback loop model be effectively used in English writing teaching ?The whole teaching experiment was conducted for nearly three months and was divided into three phases,namely the preparation phase,the implementation phase and the post-experiment data collation and analysis phase.In this study,the author tries to apply the feedback loop model of formative assessment to the practice ofteaching English writing in junior high schools,aiming at improving students ’writing performance by increasing their motivation to write and suggesting solutions to the existing problems and finally combining the research results with teaching practice to help teachers change their strategies and achieve the organic integration of formative and summative assessment so as to provide a reference forjunior high school English writing teaching.Three findings emerged from this study: firstly,the awareness and implementation of formative assessment among English teachers injunior high schools was understood,based on which a specific operational process for a feedback loop model of formative assessment in English writing was designed and implemented.Secondly,the use of formative assessment feedback loop model in English writing teaching has had a positive effect on promoting students ’performance in writing.Thirdly,applying the feedback loop model of formative assessment to the teaching of English writing can enhance students ’motivation to learn.However,due to the timeliness of the experiment and the limitations of the subjects as well as force manure,there are shortcomings and improvements in this paper.