Research On The Formative Evaluation Of English Writing Teaching In Junior High School Based On The "China English Proficiency Scale"

Most educators usually pay more attention to writing practice process.But the evaluation process which is ignored may be the main point of success.Teaching evaluation includes not only the final evaluation represented by the single form of standardized examination,but also the formative evaluation that takes learning process as the reference.However,at the present stage,English writing evaluation methods in junior high school are too simple to catch main attention from people.At the same time,most of criteria of formative evaluation are made by teachers' teaching experience,which lack scientific basis and theoretical foundation.Based on this,China's Standards of English provides a common criterion as a reference evaluation standard for writing ability.Peer evaluation and learning contract under the guidance of CSE are popular.This paper mainly discusses the real application of two types of formative assessment which are peer evaluation and learning contract in accordance with CSE.There are two research questions:(1)Which one has a better effect on the improvement of writing scores? Peer evaluation or learning contract ?(2)What do learners think of two evaluation methods?This study takes students who are in a third grade in a junior high school in Wei Fang and from two natural classes as the research objects.The teaching experiment method is mainly adopted.With the reference of CSE,this study makes two different methods-peer evaluation schedule and learning contract and then implements 12 weeks.Two experimental classes are designed with different methods respectively in order to explore the change of writing grades before and after experiment and students' perception of them.SPSS 26.0 is used for data analysis.Statistical data are collected from writing tests,questionnaire surveys and interview.Among them,the writing tests are derived from English writing examination of junior high school in2017 and 2018.Meanwhile,the questionnaire surveys are carried out from three latitudes in order to explore learners' opinions of two different methods.During the interview,an outline is made to explore learners' opinions between them further so as to make the results of teaching experiment more reliable.The results show:(1)Peer evaluation and learning contract methods can both improve English writing scores of junior high school students.At the same time,peer evaluation method based on CSE has a better effect than learning contract method.The use of peer evaluation method is more significant in the improvement of students' writing scores.(2)Students have a basic understanding of peer evaluation method.Specifically,they are familiar with it and think that implementing it can bring positive learning significance.However,students' basic understanding of learning contract mode is not sufficient.They are not familiar with it and they are not sure whether using it can bring positive learning significance or not.In conclusion,these two formative assessment methods can help to monitor the learning process of English writing from junior high school students and continuously improve their writing level,which provides certain reference significance for the evaluation standards of English writing from junior high school students in the future.The results of teaching experiment have enlightenment for writing teaching in the future: Diversified evaluation methods are adopted;Appropriate evaluation methods for students are chosen;The evaluation principle of teachers as guides,students as learning masters and timely feedback is adhered to.