A Study Of Formative Assessment In The Process Approach Of Teaching English Writing In Senior High School

In recent years,high school students and parents have paid more and more attention to students' ability in output.Writing,as an important method of English output,has become a weak link of students.Most students don't have good writing methods and habits,and they are not interested in writing.By analyzing the current situation of English writing teaching in senior high schools and studying reports from related scholars on English writing teaching,the author finds that the current English writing class has not paid attention to students' writing process.This research aims to pay more attention to the writing process of senior high school students,help them improve their writing habits,and then improve their writing performance.In 1960 s,influenced by the shortcomings of traditional writing methods,linguists and teachers started to research the new writing methods.The process writing methods gradually formed under this background.In the same time,Scriven,a scholar from Harvard University,first identified the concept of formative evaluation in his research.This research will adopt process writing method in high school English writing teaching and conduct formative evaluation.Through teaching experiments,we will explore the teaching effect of using formative evaluation in process writing method in high school English writing classroom.This research will focus on the following two issues:1.Is the use of formative assessment in the high school English process writing acceptable to the students?2.After teaching,can it effectively improve high school students ' writing interest,writing score,writing method and writing initiative?To answer these two questions,the author chose two parallel classes of Grade 1from a senior high school in Harbin as the experimental objects,use questionnaire,pre-test,and post-test as the research method.The experimental class(Class 5)use the formative assessment in process writing teaching,and the control class(Class 6)use the summative assessment and results teaching.The experiment lasted for 12 weeks.Through the analysis of the questionnaire data before and after the experiment,we cansee that the formative evaluation can improve the interest,the initiative and the attitude of students in writing in the experimental class,and also be widely accepted by students.Through the analysis of the data of the pre-test and post-test,it is learned that the scores of writing in the experimental class have been improved more than that in the controlled class.In addition,the way of group discussion and mutual evaluation of students in writing increases the interaction between students.This can improve their spirit of cooperation.Therefore,the author's research shows that the usage of the formative evaluation in the process writing can be accepted by high school students,and it can also improve students' writing interest,initiative and grade.