An Experimental Study On The Application Of Formative Assessment To The Senior High School English Writing

One of the important and difficult points of senior high school English teaching is writing teaching. Traditional writing teaching focuses on the learning results of the students, such as grades, ignoring the affective attitudes of the students, which has a negative effect. Formative assessment assesses the aspects of students’ learning through the use of a variety of evaluation means and methods and provides a lot of feedback for the teaching activities, improving the teaching activities in the process of teaching. However, the current study of formative assessment mostly belongs to the theoretical study and the experimental study is few. From the limited minority of literature, it is not difficult to find that there is a huge gap between the implementation of formative assessment and theory of formative assessment.In the teaching practice, according to the English New Curriculum Standard and the current situation of the senior high school students, the author put forward a mode to use formative assessment into senior high school students. 84 students of senior one, who comes from Wuyi Middle School, Hengshui City, have been selected as the research objects. The author has made class one, 42 students, the experimental class and class two, the other 42 students as the control class. In class one, formative assessment method is adopted to improve the writing teaching and class 2 the traditional evaluation method. The author carries out field research about the current application situation of formative assessment in the senior English teaching through the use of interviews and questionnaires so as to understand the real implementation situation and students’ attitudes. Then after analyzing and discussing the results of interviews and questionnaires, the author carries out a teaching experiment. The experiment lasts one semester. After the end of the experiment, the author conducts a questionnaire survey and a test.Through a semester of experiment, it is found the degree of improvement in English writing in the experimental classes is superior to the control class. Therefore, the appropriate application of formative assessment plays an important role in the senior English writing, which can develop the interest of senior high students’ and increase their writing proficiency. In addition, the author give some suggestions for how to better use formative assessment in the senior English writing so as to attract the attention of senior English teachers.