Chapter One Introduction
1.1 Research Background
With new National English Curriculum as a background, the requirements in assessingEnglish learning of senior high school students cover two aspects: one is summativeAssessment, which is a system mainly based on test scores; the other is formative Assessment,which is used to evaluated students on their learning growth, performance and so on duringtheir daily leaning process. Since teaching process decides teaching results, formativeassessment should be valued seriously in English teaching. In present formative assessmentfor English as a discipline, specific criteria have not been established, or rather, concreteoperation specifications for effectively monitoring students’ learning behavior, performanceand participation are wanted.Then actually what is formative assessment? How can it affect the High school Englishwriting? Formative assessment is proposed by Scriven (1967), a famous American expert inthe discipline of Evaluation. It emphasizes evaluating in purposes of regulating educationalprocess and of ensuring better realizing educational objectives. In English teaching, it claimscontinuous evaluation on students’ English learning process. In this evaluation, not onlystudents’ learning results of English knowledge should be considered, but more significantlyhow students behave in everyday study, what they achieve, and overall situation, such asaffection, manner, learning structures that they show.
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1.2 Research Purpose and Significance
The purpose of this research concerning formative assessment in English writing in seniorhigh schools is aimed at presenting the proper practice of formative assessment, and toexploring how it affect the English teaching by focusing on a questionnaire investigation, andalso reflects its limitation and provide reasonable suggestion for actual practice of formativeassessment. Teachers should create favorable language environment and provide variouschances for language practicing, in which students are relieved from explanation of grammarpoints and rote memory of vocabulary, but learn language while experiencing, perceiving,practicing, participating and interacting. With teachers’ instruction, students master linguisticrules and internalize effective learning strategies by ways of observation, discovery induction,and so forth. Students improve comprehensive linguistic performance by discussion,role-playing, attending English extracurricular activities, and so on. The ultimate goal offormative assessment is not to inform how much knowledge students have acquired, but toassist students in enhancing self-confidence and obtaining a sense of achievement, so that theycould regulate and control their learning process effectively, and cultivate team spirit.Formative assessment gives first place to students’ self-assessment, and groups, teachers andparents participate in it, which can be reflected in the high school English writing. In evaluationmethods, it applies ways like setting up learning portfolios, interviews, in-class learningactivities rating, self-assessment, and so on.
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Chapter Two Literature Review
2.1 The Concept of Formative Assessment
Generally speaking, assessment refers to the activity judging to what extent the needs ofthe subj，英语论文网站，英语论文
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