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Assessment plays an important role in English teaching process, and according to the instructional functions, is classified into formative assessment and summative assessment. Formative assessment is different from summative assessment in that it is based on teachers and phase tests. Formative assessment is "student-centered" and emphasizes students' learning process. During the learning process, formative assessment is used to assess students' abilities, knowledge, emotion and learning strategies, etc. In this research, the subjects involve 100 senior high school students of two Grade-One classes of Jinzhou city, Liaoning province. One class is the experimental class, which has 49 students and the formative assessment is applied in their English writings. The other is the control class, which has 51 students and the summative assessment is used in their English writings. The instruments of the research are questionnaires and writing tests and writing portfolios. The statistic software SPSS17.0 is used in the research for processing data. The research concludes that after analyzing and comparing the data, the formative assessment helps to improve students’ English writing interest and writing reflection ability and writing proficiency.

An Empirical Research on Formative Assessment in Senior High School English-Writing Teaching