A Study On The Application Of Supportive Assessment For Learning In Senior High School English Writing Teaching

Writing plays an important role in high school English writing teaching.Assessment,as a significant component of teaching,has an important influence on students’ English writing learning.However,the current situation of senior high school English writing teaching is not optimistic.Teacher assessment is still at the dominant status.Students’ subject consciousness,writing process and evaluation process have not received adequate emphasis and cultivation.Given that,this study applies supportive assessment for learning into senior high school English writing teaching,aiming to explore the effects on senior high school students’ English writing.The theoretical foundations of this study are humanism and constructivism.Humanism emphasizes that students are the center of learning;and holistic education focuses on the balanced development of students’ cognition,emotion and will.Constructivism emphasizes that learning is a meaning-making process,in which learners form,enrich and adjust their cognitive structures through the interaction between new knowledge and prior knowledge and experience.This study applies supportive assessment for learning to senior high school English writing teaching.It aims to answer the following three questions:（1）What are the effects of Supportive Assessment for Learning on senior high school students’ motivation in English writing?（2）What are the effects of Supportive Assessment for Learning on senior high school students’ English writing achievement?（3）What are the effects of Supportive Assessment for Learning on senior high school students’ autonomy in English writing?The study selected two classes from Grade 1 in senior high school in Shaanxi for a16-week teaching experiment.There are 97 students in the experimental class（EC）and the control class（CC）.Before the experiment,the two classes have equal English proficiency.The control class adopts traditional assessment methods in English writing teaching,and the experimental class uses supportive assessment for learning in the teaching process.Questionnaire,pre-test,post-test and interview are involved in the research instrument.The data collected from the experiment were analyzed by SPSS 23.0 software.The study found that supportive assessment for learning has a positive impact on senior high school English writing teaching.There are significant differences between the experimental class and the control class in English writing motivation,writing achievement and writing autonomy.The students of the experimental class performed better than the control class.In the EC,Students’ writing motivation has improved markedly,and their writing confidence has enhanced.What’s more,students’ language expression in the experimental class has been developed and their writing achievement has also been improved.In addition,students in the experimental class are also capable of completing the writing tasks autonomously,which indicates that their learning autonomy has been promoted greatly.Therefore,supportive assessment for learning provides a good reference for senior high school English writing teaching.