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.... 19
3.5 Data Analysis ...... 24
Chapter Four Result and Analysis ........ 25
4.1 The effect of formative assessment on students’ English writing interests ........ 25
4.1.1Data from the questionnaire.... 25
4.1.2Data from the interview and portfolio ...... 29
4.2 The effect of formative assessment on students’ English writing ability...... 30
4.2.1 Data from the test....... 30
4.2.2 Data from the interview and portfolio ..... 33
Chapter Five Conclusion...... 35
5.1 Major Findings.... 35
5.2 Implications......... 36
5.2.1 Theoretical implications......... 36
5.2.2 Practical implications....... 39
5.3 Limitations and suggestions for future research ....... 43

Chapter Four Result and Analysis

4.1 The effect of formative assessment on students’ English writing interest
The first three items in the pre-questionnaire are about students’ interest and attitudetowards English writing. As we can see from Table 4.1, less than 1/3 (6.6%+21.6%) of thestudents think that writing interesting, about 2/3 (48.3%+18.3%) of the students worry aboutthe teacher’s writing tasks, a total of 15% (5%+10%) students have confidence in Englishwriting, while 38.3% of the students express no confidence in English writing. Visibly, mostof the students are not interested in English writing and they feel worried when facing theirwriting task.In short, most of the students before the experiment is not interested in English writingand is worried about the writing assignment from the teacher.
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Conclusion

The material illustrates that students are indeed deeply influenced by the effectiveformative assessment in their learning. Through the research of English writing underformative assessment, it reveals a positive impact on students’ writing outcome and alsoleads to the gap-narrowing among students with low scores and high scores. Meanwhile, ithelps to improve students’ overall performance.According to the research about formative assessment on high school students’ Englishwriting, it has been clearly showed that formative assessment is recommendable. People suchas teachers and schools make good use of formative assessment to assist instructors in havingan operative respond to students’ learning demand. Study demonstrates that formativeassessment is quite an effective method of helping students perform better and that it is anevaluation for students’ learning. Consequently, it is vital to learn the formative evaluation’scontent, working theory and its implementation in the class as well as how it gets supportfrom policies. It is equally significant to be capable to distinguish well-developed formativeevaluation from evaluation which is not yet fully developed or has not been conceptualizedtotally. This summary investigates into the issue of how formative assessment can affect thestudents’ writing outcome, answers the question of how it applies to the subject of Englishteaching and learning.
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Reference (omitted)

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