高中英语写作形成性评价的实证研究.docx

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Title: An Empirical Research on Formative Assessment in High School English Writing
Introduction:
Formative assessment plays a crucial role in enhancing student learning and development, particularly in the context of high school English writing. This research aims to investigate the effectiveness and impact of formative assessment on students' writing performance and their attitudes towards writing. By analyzing empirical evidence, this study seeks to provide insights into the best practices for implementing formative assessment in high school English writing.
1. The Concept and Importance of Formative Assessment:
Definition of Formative Assessment:
Formative assessment refers to the ongoing process of gathering evidence of students' learning progress and using this information to make decisions about future instruction (Black & Wiliam, 2009). It is designed to provide feedback and guidance to students during the learning process, allowing them to improve their skills and understanding.
Importance of Formative Assessment in High School English Writing:
Formative assessment is particularly valuable in English writing because it allows students to actively engage in the writing process and receive timely feedback on their strengths and weaknesses. It enables students to make revisions, refine their writing skills, and meet the learning objectives effectively.
2. Empirical Studies on the Effectiveness of Formative Assessment in High School English Writing:
Study 1: Impact of Feedback on Writing Performance:
A study by Hattie and Timperley (2007) found that formative assessment, particularly feedback, has a significant impact on student writing. Students who received specific, constructive, and timely feedback were able to improve their writing quality significantly.
Study 2: Self-Regulation and Peer Assessment:
Research by Andrade and Valtcheva (2009) explored the effects of self-regulation and peer assessment on high school students' writing performance. The study showed that self-regulation techniques, such as goal-setting and self-reflection, combined with peer assessment, positively influenced students' writing quality and motivation.
3. Students' Attitudes towards Formative Assessment in High School English Writing:
Study 3: Students' Perceptions of Feedback:
A study conducted by Black and Harrison (2001) investigated students' perceptions of feedback in the context of writing. The findings revealed that students value constructive feedback that is specific, focused, and linked to the learning goals. Students also emphasized the need for timely feedback to improve their writing skills effectively.
Study 4: Students' Engagement and Motivation:
Research by Nicol and Macfarlane-Dick (2006) examined the impact of formative assessment on students' learning engagement and motivation. The study highlighted that formative assessment practices, such as self-assessment and peer assessment, enhanced students' intrinsic motivation, leading to higher levels of engagement and active involvement in the writing process.
4. Best Practices for Implementing Formative Assessment in High School English Writing:
Provide Timely and Specific Feedback:
Teachers should offer feedback promptly and be specific in highlighting strengths and areas for improvement, enabling students to make effective revisions and refine their writing skills.
Encourage Self-Reflection and Peer Assessment:
Teachers should foster self-regulation skills in students by encouraging them to set goals, self-assess their work, and engage in peer assessment activities. This allows students to take ownership of their learning and develop critical thinking skills.
Incorporate Technology:
Utilize technological tools such as online platforms or writing software that provide automated feedback and facilitate collaborative writing and peer feedback. This allows for a more efficient and personalized formative assessment process.
Conclusion:
The empirical research on formative assessment in high school English writing highlights its positive impact on improving students' writing performance and their attitudes towards writing. Incorporating timely and specific feedback, promoting self-reflection and peer assessment, as well as leveraging technology, can optimize the effectiveness of formative assessment practices. By implementing these best practices, teachers can create a supportive learning environment that fosters students' growth as competent writers.