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basic and important part in English class. Usually, many studentscan’t get high scores in writing part. Most students think that writing is the mostterrible part in English learning. They don’t like writing, and they can’t write well. Inmost English writing class, the assessment teachers choose is usually summativeassessment. They may teach students how to write in a class, but finally they onlygive students their scores and mark the mistakes on students’ compositions. Usually,students ignore this feedback from their teachers. Most of them only see their scores,and then put their compositions aside. This kind of assessment can’t help studentsimprove their writing ability; even make them lose interest in writing.
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Chapter 2 Literature Review

This chapter contains six sections. First, the author introduces formativeassessment. Second, it is about the comparison between summative assessment andformative assessment. Third, the author presents the related theories on formativeassessment. Fourth, it is about writing. Fifth, it’s about the relation between formativeassessment and English writing. And last, the author finds some previous studies onformative assessment.

2.1 Formative Assessment
Education assessment has a long history, which was first put forward by Tylerin 1930s. Wang Daojun and Guo Wenan (2009) say education assessment is themeasurement, analysis, and evaluation of teaching quality. It takes the process andresults of the organic combination of teachers and students who participate in teachingand studying, teaching objectives, teaching contents, teaching methods, teachingattachments, place, and time as the evaluation objects. Education assessmentevaluates the full function of teaching activities.The concept of formative assessment was first put forward by Scriven in 1967.There are many definitions of formative assessment given by different scholars.Formative assessment can also be called process assessment. Cowie and Bell (1999)define formative assessment as the process that both teachers and students assess andjudge the studying in order to make students pay more attention to their learning.Formative assessment emphasizes that students can also participate in the evaluationabout their studies. Black and William (2009) propose that formative assessment isthe process that teachers and students collect the information about students’ learning,and teachers can decide their next steps in instruction. According to Gipps (1994),formative assessment pays attention to the praise, judgment, and assessment ofstudents’ behaviors in their studying process in order to improve their ability, becausethe praise, positive judgment, and timely assessment are helpful for students’ learning.Formative assessment helps teacher’s teaching process go on wheels, and assesses thestudying results of students and teaching effects of teachers. Black and William (1998)say formative assessment can provide effective information for teachers or students inclass activities which can be regarded as the feedback to them to see if the activitiesare effective, and help students improve their learning ability and help teachers findthe improvement of students’ study. Chappuis, S. and Chappuis, J. (2008) claim thatformative assessment provides information in the teaching process. Teachers andstudents can make decisions about how to promote further learning according toformative assessment.
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