On Effect Of Formativ Eassessment In Teaching Of College English Writing

Teaching is not a random process, and listening, speaking, reading and writing are thefour abilities of the College English Curriculum Requirements. Among them, speaking andwriting are productive skills, which can most directly reflect the English learners’ ability ofmastering and using language. At present, writing is still a weak point in college Englishteaching. Scientific and effective evaluation plays a great role in writing process.Traditional summative assessment is mainly “teacher-centered”, which does not benefitstudents’ development of writing objectivity and creativity. Therefore, a suitable evaluationmethod for college students’ teaching of English writing can not only improve educationalevaluation system, but also better improve students’ writing interests and level. In order totest the effectiveness of the formative assessment which was advocated in College EnglishCurriculum Teaching Requirements, the writer applies it to the teaching of freshmenEnglish writing.The author selected two classes of totally80freshmen from Liaocheng DongchangUniversity as the research subjects, and classified them into experimental class andcontrolled class. Before the experiment, a questionnaire and a writing test were given to thestudents in both classes, and the results were analyzed by SPSS11.5statistical software soas to test there were no significant differences for the two groups on their writing affects,writing consciousnesses and language abilities. During the experiment, the teacher appliedthe formative assessment to the experimental class, which includes self-involvedassessment, peer assessment, teacher assessment and portfolio assessment. After10weeksof teaching experiment, students in the two classes were given another questionnaire andwriting test, and then the teacher collected all the data and analyzed the results throughSPSS11.5statistical system.The results showed that after the experiment, students in the experimental classobtained more improvement on their writing affects, writing consciousnesses and languageabilities than the students in the controlled class, and the results proved that the formative assessment was more effective than the summative assessment in improving freshmencomprehensive writing abilities, enhancing the students’ English writing interests andimproving their writing consciousnesses and language abilities.Finally, based on the research findings, the author provided some suggestions on theteaching of English writing, and some recommendations for future research. Teachersshould arrange the proportion of each part in formative assessment reasonably andeffectively combined the formative assessment and the summative assessment, and playthe role of organization, guidance and supervision, so that the formative assessment wouldbe better implemented.