| In the context of educational reform,the innovation of English writing questions in the College Entrance Examination puts forwards higher-level requirements for senior high school students’ English writing ability.However,currently,there exist several problems in English writing teaching,such as traditional evaluation standards,one-sided evaluation contents and single evaluation subjects.In light of China’s Standards of English Language Ability(CSE),the present research created a CSE-based English writing formative assessment model to direct practical teaching with the intention of improving the state of writing evaluation and elevating the English writing proficiency of senior high school students.This research intends to address two questions:(1)Can the application of formative assessment motivate senior high students’ interests in the teaching of English writing?(2)Can the CSE-based English writing formative assessment model improve senior high students’ English writing proficiency?This research adopted questionnaires,interview outlines and writing competency tests as research instruments to address two research questions above.It selected students from two classes of Luohe No.4 Senior High School,integrated the CSE-based English writing formative assessment model into writing teaching and carried out the experimental research.Research findings are obtained as follows.To start with,the application of formative assessment can motivate senior high students’ interests in the teaching of English writing.Second,the CSE-based English writing formative assessment model can effectively improve senior high students’ English writing proficiency in term of grammatical accuracy and sentence diversity.However,it plays a less significant role in discourse coherence.Generally,the CSE-based English writing formative assessment model has a positive impact on students’ writing interests and writing proficiency. |
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