| English writing which can objectively reflect the comprehensive ability of students occupies an important position in senior high school teaching.But in China,the cultivation of students English writing skill is often neglected under the influence of the examination oriented education.Both teachers and students have not concentrated on English writing for a long time.The teacher used summative assessment approach to evaluate students’ English writing,which make a lot of students lose their interests in writing and even fear writing.And what they have written is just the accumulation of sentences.Thus,it is necessary to explore an effective assessment approach to enhance the students’ English writing proficiency.In this thesis,the background,main features and implementation steps of the real-time formative assessment were discussed.Through the scientific analysis and empirical research,this paper attempts to summarize the specific evaluation methods suitable for the senior high school English writing teaching.Two questions were answered:(1)Can the application of real-time formative assessment improve senior high school students’ English writing achievements?(2)Can the application of real-time formative assessment promote senior high school students’ English writing interest and change their attitude towards English writing?80 participants were chosen from 2 classes of Senior One in No.2 High School of Qinan,Gansu province.The treatment is two months.The real-time formative assessment was carried out in class 7 while the summative assessment was applied in class 16.The results of pre-test is to analyze the writing proficiency of two classes.After two months teaching experiments,the post-test was organized.The scores of pre-test,post-test and the writing interest and attitude towards English writing were analyzed by the software SPSS 17.0.The results indicated that both classes have improved in English writing achievement,but the improvement of control class is not significant than experiment class.The organization structure,coherence,diction,grammar and spelling of English writing in experiment class has significantly improved compared with the control class.The study turns out that the application of the real-time formative assessment is beneficial to improve the English writing achievement,interest and change senior high school students’ attitude towards English writing.The implication of this study for English teachers: English teachers must pay attention to the training of five skills.English teachers should attach more importance to writing process instead of writing product.English teachers should encourage students to interact with their classmates,and help students to improve their language expression competence and writing ability. |
