The Effectiveness Of China’s Standards Of English Language Ability In Formative Assessmnent Of High School English Writing

English writing can comprehensively reflect students’ pragmatic ability.Formative evaluation of writing focuses on the process,the individual,timely feedback,and promotes learning.The curriculum standard of senior high school English clearly puts forward that teaching evaluation should be based on formative evaluation and pay attention to the diversification of evaluation subjects and forms.Therefore,formative evaluation is the realistic demand of high school English writing.However,in the process of implementation,because the evaluation standards are not scientific and unified enough,it greatly weakens its positive effect on teaching.China’s Standards of English Language Ability(CSE)is the first English proficiency standard covering the whole school section in China,which ensures the reliability,validity,scientificity and systematicness of formative evaluation.Based on the above,this study applies CSE to the formative evaluation of high school English writing,explores its effectiveness from the third perspective of the application level of written expression strategies,the change of writing scores and the evaluation of teachers and students,and at the same time provides references for high school English teachers to better implement the formative evaluation of writing teaching.This study attempts to explore the following three questions:1.Compared with the CSE written expression strategy scale,how is the current situation of the written expression strategies used by the tested high school students?2.How to apply CSE to the formative evaluation of high school English writing?(Take written writing as an example)3.After CSE is applied to the formative evaluation of high school English writing,what is the impact on students’ written expression strategies and writing achievement?This study took 48 students from a class in Grade two of a senior high school in Harbin as the research object,which lasted for one semester.The results show that:1.The tested high school students’use of written English expression strategies is not good,and the weakest stage is the assessment and repair stage.Meanwhile,although the tested students’ composition structure is relatively complete,they lack the ability to use examples and reading materials.2.It is suggested to integrate CSE with relevant descriptions of academic quality standards and college entrance examination syllabus into written descriptive evaluation feedback form and apply it in mutual evaluation,self-evaluation and teacher evaluation formative evaluation methods.In the implementation process,attention should be paid to the scientific division of groups,the organic combination of mutual evaluation and selfevaluation and the role of teachers.3.After applying the CSE,the written expression strategies of the tested students were improved,and the most improved part was the assessment and repair stage;Student writing scores improved,with the biggest gains occurring among students in the midrange(70-84).In conclusion,the results show that it is feasible,necessary and effective to apply CSE to the formative evaluation of high school English writing.