| The reform of the Educational Assessment is an important part of the ElementaryEducation Curriculum Reform. English writing is considered to be important in High SchoolEnglish teaching. The current assessment in English writing is the traditional assessmentmethods that the teacher assesses the students’ writing and the students do not take part in theassessing activity. Thus this cannot embody the spirit of the New Curriculum Reform. Thesuggestion to Assessment on the High School English Curriculum Standard is thecombination of Formative Assessment and Summative Assessment. And the former assessingmethod should be the primary. In order to be fit for the English Curriculum Standard, theFormative Assessment is applied in the High School English writing in this thesis. There aretwo main research questions in the thesis. The first one is whether the Formative Assessmentcan help arouse the English writing interests of the high school students. The second one iswhether the Formative Assessment can improve their English writing.After the literature review of the Formative Assessment in the foreign research andthe home research, the research methods are stated. In this research, the subjects are120students of two classes from one Senior High School. One class is the experimental class, inwhich the Formative Assessment in English writing is applied. The other class is the controlclass, in which the traditional assessment is used in English writing. The research instrumentsare writing tests and questionnaires. The statistic software SPSS17.0is used to process thedata in this research.Before the experiment, a writing test was given to the two classes, and the data of theirscores prove that there were no significant differences between them. The questionnaireswhich are used to investigate the experimental class were done before the experiment, too. Inthe experimental class, the student self-assessment, peer-assessment and teacher-assessmentare applied in the students’ writing assessing process. The three different kinds of assessingtables are used in each writing task, which are self-assessment table, peer-assessment tableand teacher-assessment table. Thus the students can take part in the assessing activity andreflect their writing. After the experiment, the post-test of English writing was given to the two classes, and the post-questionnaires that are used to investigate the experimental class aredone.The study proves that the Formative Assessment has a positive effect on students’writing. After fifteen weeks’ experiment, the students of the experiment class, in which theFormative Assessment is applied, have a significant improvement in their English writing,and also have more interests in writing. So, it proves that the two hypotheses in this study aretrue, i.e., the Formative Assessment can help arouse the English writing interests of the highschool students, and the Formative Assessment can improve their English writing. In theassessment example part, some assessing suggestions are given. It is hoped that thesesuggestions will help the teachers in their English writing teaching. With the application ofthe Formative Assessment, both the teacher and the students can reflect to the teachingactivity or the learning activity. The Formative Assessment can help to improve the teacher’steaching activities and to improve the students’ learning. |
