| Ordinary High School English Curriculum Standards（2017 Edition,Revised in 2020）points out that “ evaluation should mainly adopt formative assessment,with summative assessment being supplementary.The assessment system should attach great importance to the adoption of multiple subjects of evaluation,the diversity of evaluation forms,the comprehensiveness of evaluation contents,and the multi-dimension of evaluation objectives”.However,over the years,summative assessment prevails in senior high English writing teaching.Focusing too much on learning results and ignoring learning process,it is not truly conductive to promoting the development of students’ writing performance.Guided by the“cloud interconnectedness theory‖（CIT）of professor Wen Qiufang,this research constructs a multiple-formative assessment model based on feedback theory and constructivist learning theory to solve the practical problems in senior high English writing assessment.In view of current research results,this paper conducted three and a half months of experimental research on 66 students from two parallel classes of a senior high school in a Banner.During the research,the multiple-formative model was applied to the writing teaching in the experimental class,with two student questionnaires and an interview conducted to investigate students’ interest in,attitude towards,and strategies of English writing and their views on writing assessment.Meanwhile,the traditional summative assessment was employed in the writing teaching in the control class.And SPSS 25.0 was used to analyze the data collected,offering justification to the following three hypotheses:1.The application of the multiple-formative assessment can better improve students’ English writing performance on overall level and in the five specific language aspects.2.Medium-level students benefit most from the application of the multiple-formative assessment to English writing.3.The application of the multiple-formative assessment to English writing raises students’ interest in,attitude towards and strategies of English writing and changes their views on writing assessment.The results are presented as follows.Firstly,multiple-formative assessment can improve senior high school students’ English writing performance on overall level and in organization,grammar,and spelling,while it shows no significant effect on improving their writing content and vocabulary.Secondly,the medium-level and low-level students in the experimental class have made obviously significant progress both on overall level and in the five specific language aspects,while the high-level students did not make significant progress in these two dimensions.Thirdly,more students have become interested in English writing and taken an active attitude to English writing,their writing strategies are improving,and their views on the importance of reflection,self-assessment and peer-assessment are experiencing positive change.The results indicate that multiple-formative assessment promotes students’ writing performance by improving the medium and low levels of students’ English writing,while the high-level students don’t have obvious problems in the five specific language aspects,which accounts for their insignificant progress.Meanwhile,the results also indicate that the multiple-formative assessment promotes students’ cognitive,social,and emotional interconnectedness in their effort into English writing.This research constructs a multiple-formative assessment model for senior high English writing teaching and designs its specific operational process.It is not only an attempt to expand the current research on the formative assessment,but also an innovative exploration of the emerging CIT in writing assessment,which has great significance for the improvement of senior high school students’ English writing.The author hopes that this research could inspire senior high school English teachers to explore their writing assessment for the further improvement of their students’ writing performance. |
