A Study Of The Effects Of Supportive Assessment For Learning On Junior High School Students' English Writing/

English writing is very important to English teaching in Junior High School.Assessment,as a necessary part in the teaching and learning process,plays an important role.The thesis will apply Supportive Assessment in the teaching of English writing in Junior High School;aim to motivate students actively to write,heighten the English writing efficiency and help students to grasp a suitable learning strategy of English writing.Supportive assessment is on the basis of humanism and constructivism.Humanism declares the idea of “human oriented and student centered” and encourages students to learn positively and actively.Constructivism declares the idea of “Students construct new knowledge actively on the basis of original knowledge by themselves”.Students are meaningful and active constructors instead of passive learners.So that teacher is the promoter to improve students to learn.Teacher should focus mainly on the progress of learning,urge students to learn by means of assessing,encourage students' potential and increase students' learning ability.The study intends to answer the following three questions:(1)What are the effects of Supportive Assessment for Learning on the learning attitude of Junior high School students?(2)What are the effects of Supportive Assessment for Learning on English writing of Junior high School students' English writing achievement?(3)What are the effects of Supportive Assessment for Learning on the learning strategy of Junior high School students?The subjects of the research are 87 students who come from Grade 2 in Junior High School in Shenyang,Liaoning.The time duration of the experiment is 16 weeks.We choose two nature classes for testing.One class of 42 members is entitled as Experimental class;the other class of 45 members is entitled as Control class.Before the experiment,the students from the 2 classes pass the writing test of the same level in order to guarantee the writing ability for the students from the 2 classes has no significant difference.We adopt summative assessment for the control class and adopt supportive assessment for the experimental class.The experimental instruments are questionnaires,interview,pre-test and post-test.Then the experimental data is analyzed by the software SPSS19.0.The major findings of the research,more progress are made in the field of writing by the experiment class than the control class.I can specify the details as below-mentioned:Firstly,the learning attitude for experiment class is more positive than the control class.Secondly,the achievements for English writing from experiment class are obviously higher than the control class.Finally,the English writing learning strategies for English writing from experiment class are more advanced than the control class.As a result,supportive assessment has positive effects on learning on Chinese Junior High School Students' English Writing.The thesis has practical application role on Junior high School students' English writing teaching.Supportive Assessment can be applied in junior high school English teaching;and it can fill in the gaps of the research of Supportive Assessment in junior high school English writing teaching,which has a enlightenment for the further application of Supportive Assessment in teaching in the future.