An Empirical Research Of Formative Assessment In Senior High School English Writing Teaching

Senior high school English writing is a way for students to express their ideas in English.The teaching of English writing should follow the principle of combining processes with results.In the new English Curriculum Standards for Senior High Schools formulated by the Ministry of Education in 2017,it is pointed out that the evaluation system should reflect the diversification of evaluation forms.Assessment should pay attention to students' ability to use English and adopt a combination of formative assessment and summative assessment.Formative assessment is different from summative assessment,and it focuses on teachers and scores of students.It is one of assessments that attaches importance to students' learning process.?Student-centered? model is placed the first rather than the dynamic assessment of ?teacher-centered?.In the process of students' English learning,various means are adopted to evaluate students' abilities,knowledge,emotions and learning strategies.Formative assessment is based on humanism and constructivism to evaluate the overall development process of students.It records every part of students' learning process.And it is also help to develop students' reflective ability.Formative assessment indicates the new teaching concept of "students as the main body".This thesis applies formative assessment to high school English writing teaching mainly to solve the following research questions.1.What is the current problems of the evaluation system of English writing teaching in the Experimental Middle School of Taiyuan University of Technology? 2.What can teachers do to apply the formative assessment to high school English writing teaching? 3.To what degree does the formative assessment promote and improve students' English writing abilities and scores?The researcher took two parallel classes in the second grade of Experimental Middle School of Taiyuan University of Technology as the research subjects,and conducted a four-months' teaching experiments.In the experimental class,the researchers mainly centered on formative assessment to evaluate students' English writing ability on the basis of the summative assessment,while in the control class,the traditional assessment is carried out as usual.At the beginning and the end of the experiment,the author conducted the questionnaires and pre-test and post-test to both of the experimental class and the control class.After the experiment,the author also conducted an interview to English teachers in senior teaching group.The research analyzed and studied the data obtained from the experiment: The formative assessment combined with the summative assessment can better arouse more interests in English writing among high school students,change their passive attitudes into positive attitudes in English writing learning and help to rebuild their confidence,which is more conducive to improving their self-reflection ability and English writing level.At last,the researcher carefully summarizes the shortcomings of this research and puts forward some suggestions for future research.