A Study On The Application Of Formative Assessment To English Writing Teaching In Senior Two

English writing plays an important role in high school English learning.In order to improve students' English writing achievement,English teachers combine summative assessment with English writing organically,but the result is very little,the assessment index is single,the whole process and diversity that assessment should have are ignored,students' writing enthusiasm is single and weak,enthusiasm is not high,which affects their English writing achievement.Therefore,formative assessment can be applied to the teaching of English writing,which is different from the regular summative assessment.It takes students as the main body to evaluate the learning process of students,which not only meets the requirements of the new curriculum standards of senior high school,but also helps to improve students' interest and participation in English writing,enhance their writing awareness,and improve their English writing achievement.At present,high school English writing pays too much attention to the correct use of spelling,words,syntax,and punctuation,while neglecting the cohesion of the text.As a result,there are many problems in the article,such as the mismatching of the preface,the confusion of logic,the lack of organization,the lack of prominent theme and so on,which lead to the lack of significant improvement in English writing performance.Therefore,this study will intervene in English writing through formative assessment,and focus on the cultivation of students' textual cohesion in English writing,in order to improve students' textual cohesion in English writing.Based on the theories of humanism and multiple intelligences,this study uses experimental method to apply formative assessment to the teaching of English writing in senior two,aiming to answer the following two research questions:(1)What is the effect of formative assessment on the writing achievement of senior two students?(2)What is the effect of formative assessment on textual cohesion in English writing of senior two students?In this study,100 students from two natural classes in a middle school in Yining City are taken as the research subjects,which are the experimental class and the control class.The experimental class adopts the formative assessment mode,while the control class adopts the regular summative assessment mode.First,by comparing the results of the two classes before and after the test,we can understand the impact of formative assessment on senior two students' English writing achievement.Then,this study analyzes the students' writing texts to understand the influence of formative assessment on their textual cohesion in English writing.SPSS 19.0 software is used to analyze the collected data.The results show that:(1)Formative assessment can improve senior two students' English writing achievement more effectively(p=.00<0.05);(2)Formative assessment can improve the performance of textual cohesion in senior two students' English writing more effectively.To sum up,the experimental results verify the effectiveness of formative assessment in improving senior two students' English writing achievement.Therefore,it is of positive significance to combine formative assessment with English writing teaching in senior two.This study provides a reference for further research and promotion of formative assessment.Two suggestions are put forward for the effective use of formative assessment: teachers should work out the assessment standards in advance according to the teaching objectives,and pay attention to the cultivation of students' spirit of cooperation.