The Effect Of Formative Assessment In Senior High School English Writing

The most important function of language is communication and writing is the most important means of written communication which can reflect students’ ability to use language.Assessment plays an important role in English writing teaching.Formative assessment is different from the traditional summative assessment,which is an evaluation of the student’s learning process.It aims to confirm the student’s potential and help improve their English learning.Formative assessment focuses on the process of students writing,which helps to promote the their teamwork ability and self-reflection ability.As a new type of evaluation method,formative assessment that evaluates the students’ comprehensive development process,is based on humanism and constructivism which fully embodies the new teaching concept of “taking students as the main part”.In this study,formative assessment was applied to high school English writing teaching classes.The following problems to be solved by comparing experimental class and control class :(a)Can formative assessment improve students’ English writing motivation and interest?(b)Can formative assessment improve students’ English writing ability?In order to study this topic,a three-month experimental study was held in a certain Foreign Language School in Chengdu with the methods of interviews,questionnaires,tests and other research methods.The study was conducted on 89 students from two classes with similar grades in the first year of senior high school.Among them,45 were in the experimental class in which formative assessment was used,and 44 were in the control class in which summative assessment was used.In the early stage of the experiment,the students in the two classes were surveyed and their levels were1 tested on writing habits,writing attitudes,and writing skills.The experiment aimed to improve the writing skills of students through self-assessment,group mutual evaluation,teacher comments,and getting feedback.During the 12-week experiment in three months,the teacher arranged the student composition for 8 times.Finally,compared the English writing level difference in the writing test between the formative assessment class and the summative assessment class by means of SPSS data analysis to find out the different effects on improving the English writing performance of high school students.Through the research,it was found that the students in the experimental class had increased writing interest,the interaction in class was increased,and the writing ability was greatly improved in three months.Experiments show that formative assessment helps to improve students’ motivation and writing interest,and is conducive to improving the English writing ability of high school students.At the same time,formative assessment can promote teachers and students’ reflection and information feedback,which helps teachers to develop English writing teaching much better.