The Application Of Formative Assessment In Senior Middle School English Writing Teaching

Writing is regarded as baldness and vapidity by most students, because most of methods of English writing teaching are teach and learn , that is teacher introduce the writing theory, analyze example and then students was given task to finished. That writing teaching method can't improve students'writing proficiency effectively. Because there is existing problem in English teaching writing, most of students have low writing proficiency.Along with the <Basic educational reform outline (tryout)> points out that:To establish assessment system which can promote students'development; assessment not only attach important to students'achievement, but also find and develop students'potential ability. English curriculum standard (experimental) points out: to establish diversity assessments system; to attach formative assessment into students'development. So the studies about formative assessment increased more and more. Although there are many researches about formative assessment on writing proficiency, they seldom combine writing strategies and writing anxiety to study the relationship among them. So the study try to find combine them together to find out one effective way to improve students'writing proficiency through using formative assessment on writing strategies and writing anxiety.The research questions of the thesis as below: 1) 1) How is the influence of formative assessment on students'writing strategies? 2) Whether formative assessment can lower students'writing anxiety in writing process? 3) Whether the application of formative assessment can improve students'writing proficiency?The subjects are 70 students from senior 2. Control class includes 36 students and Experimental class includes 34 students. Formative assessment is used in experimental class while control class still is used summative assessment. The study is carried out by these instruments, including pretest and posttest, questionnaires and interviews. The outcome of the study shows that (1) formative assessment can strengthen students'writing strategies. (2) Formative assessment can lower students'writing anxiety. (3) Formative assessment can improve students'writing proficiency.The thesis is composed of five chapters. The first chapter introduces the background, purpose and significance of the study. The second chapter describes relative literature about the study, some definition of key term and framework. And comment some relative studies. The third chapter is the research method. It introduces subjects, instruments, methods and procedures, data collection and analysis. The fourth chapter discusses the data of the study to get the outcome of the study. The fifth chapter introduces the major findings of the study, limitation and recommendations for future.