A Study On The Application Of Formative Assessment In Rural Junior Middle School English Writing Teaching

Writing,which is one of the basic language skills,has been a part that can't be ignored in English instruction in junior school.However,at present,the situation of English writing teaching in rural junior middle school is unsatisfactory.Most of the students are left-behind children;their compositions are empty and incoherent;they are full of grammatical and spelling mistakes,and their attitude of writing is not positive.So,it is imperative to reform current teaching and assessment methods in English writing teaching.However,researches in China on the theory and practice of formative assessment are mainly carried out in the field of senior high school and college education.Few researches have been carried out at rural junior middle school English class.Based on the constructivism theory and humanism theory,this research applies formative assessment into rural junior middle school English writing teaching.Through characteristics of formative assessment,this research attempts to improve students' cognitive ability and potential development,improves students' writing ability,evaluates students' writing performance,and verifies the possibility of formative assessment to improve rural students' writing ability.In view of this,through the comparison with the summative assessment,this research aims to discuss the following questions: 1.What is the effect of formative assessment on improving students' writing ability? 2.What is the effect of formative assessment on students' writing strategies and attitudes? 3.What is the effect of formative assessment on rural junior school English writing teaching?Based on the above issues in this study,two parallel classes of Grade 2 in Shangcai junior school,Henan Province are selected as the research participants.Experimental method,questionnaire and interview are used to implement the three-month-term teaching experiment.The formative assessment is applied in the experimental class,while the control class still applies traditional writing teaching method.The conclusion is drawn after the analysis of results of tests,two questionnaires and interviews.At last,SPSS22.0 is used to analyze the collected data.The results of the research indicate that through this writing teaching method of formative assessment,it can not only improve students' writing ability,develop students' positivity and initiative,but also can improve students' writing strategies and writing attitudes,choose and apply writing strategies actively,and can highlight writing theme,accuralize language and rationalize the article structure in English writing.What's more,the rural school English writing teaching has greatly changed after applying formative assessment.Teachers' way of judging students' compositions is also different from the past.Students areemphasized as the students-centered,the evaluation subjects are diversified,and the evaluation content is specific.Therefore,the various ways of evaluation has strengthened the communication and interaction between teachers and students.Thus formative assessment is recognized and affirmed by teachers and students.