An Empirical Research On The Application Of Formative Evaluation In The English Writing In Rural Junior High Schools In China

It is exhorted in the New Curriculum Standard of Compulsory Education in China(2011editon)that school assessment should reflect the human-centered pedagogical ideal,highlighting the pivotal position of students while bringing students' active roles in the assessment process.Formative assessment not only attaches importance to the learning process of students,but also gives attentions on the students' emotive attitudes and values.Everything in the formative assessment should be students-centered,promoting the healthy growth of them,allowing students to develop personal experiences in the process.English teachers like me in my school mainly use the summative assessment to assess students' writing..The formative assessment process adopted in this research integrates students self evaluation,peer evaluation and teachers' evaluation in a process lasting for a semester in a rural high school,experimenting on the formative assessment of English writing,which is followed by questionnaire survey,interviews for case study.The findings of the research are as follows: the significant rise has been detected in the scores of writing of the experimental class.At the same time a remarkable progress has been proved in the English writing scores of the experimental groups students singled out for case study.The research is also found that the students fall behind in their study,but their learning enthusiasm is higher than before.