Study On Self-assessment To Improve Writing Ability Of Students In Senior High School

Writing is one of the four basic skills of English learning, which is also an important output approach for language learners. It reflects the comprehensive ability of English learners, which also has a developing influence on listening, speaking and reading. However, the traditional way of writing evaluation in high school stage is summative assessment, which mainly based on teacher. We used to measure learning of students by test scores, and the students do not know the process and causes of their progress on writing. Therefore, the traditional writing evaluation is difficult to stimulate students'initiative and favor their writing adjustment.Formative assessment emerges on the basis of knowing the disadvantages of summative assessment. Formative assessment is a qualitative evaluation, which is also an evaluation towards learning process. It stresses in the assessment of the interaction of various factors, paying attention to the learning experience, arousing the potentiality and interest of the students. As an important part of summative assessment, self-assessment has an important function in the writing process. It effectively improves the writing ability and interests of the students, timely helping students improve learning strategy of writing, which makes the students become self-learners and improve their English writing.Based on the theories above, the author of thesis carried out an experiment on 120 students in Grade Two in Xiong Yue Senior High School in Liao Ning province. The thesis made analysis of the effect of conducting formative assessment on writing by using self assessment in the teaching of wring. Applying self-assessment to prove the writing ability is reasonable and feasible. The analysis of the statistical results proved the effectiveness of the experimental research.