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使用语言的能力，包括听，说，读，写的语言技能的重要组成部分。进入20世纪90年代以来，我国支付越来越多的关注，教授和学习英语的听，说，读，写，尤其是在高中的初中或高中。然而，我们高中学生的写作能力一直是最弱的点在这四种语言技能。，如何提高学生的写作能力或水平已成为目前迫切需要解决的问题。我们知道，传统的评估方法，总结性评估，可以注意正确计价学生的写作能力，提高学生的写作水平。幸运的是，形成性评价作为一种先进的评估，其目的是“为学生提供反馈，激励学生发展自我意识”（奈杰尔，2003）。Language skills are an important part of the ability of using language, which includinglistening, speaking, reading and writing. Since come into the 1990s, our country pay more andmore attention to teach and learn English in junior or senior high school on speaking, listening,reading and writing, especially in senior high school. However, our senior high schoolstudents' writing ability has always been at the weakest point in this four language skills.Therefore, how to improve students' writing ability or level has become a problem whichneeds to solve urgently at present.As we know, the traditional Assessment methods, a summative Assessment, can notevaluate students' writing ability or improve students' writing level properly. Fortunately,formative assessment appeared as an advanced assessment, which aims at “providingfeedback for students，motivating students to develop self-awareness” (Nigel，2003). 而它的身体里一定的借鉴意义，如何提高学生的写作能力来解决这个问题。目前，越来越多的研究人员已经做了很多的研究运用形成性评价对英语教学和学习，但他们中的一些有关大学或初中的英语教学和学习中。形成性评价对英语写作教学和学习的高中生和形成性评价在高中阶段的英语写作教学和学习的反拨作用几乎没有任何研究的应用有小调查。因此，笔者试图探讨形成性评价对英语写作教学和学习的高中生反拨。And ithas a certain referential significance to solve the problem about how to improve studentswriting ability.Currently, more and more researchers have been done lots of researches about applyingformative assessment on English teaching and learning, but some of them were about Englishteaching and learning in college or junior school. There is little investigation about theapplications of formative assessment on English writing teaching and learning of senior highschool and hardly any about the studies of the washback of formative assessment on Englishwriting teaching and learning of senior high school. Therefore, the author tries to explore thewashback of formative assessment on English writing teaching and learning of senior highschool.
本文共分五章。第一章简要介绍了035,044背景，认真解决的问题，本研究的整体结构。第二章评论文学教育评价，形成性评价和洗回分别。第三章介绍了本研究的研究方法，包括035,044仪器，参与者，管理工具和数据分析。第四章为主体的重点上的结果分析和讨论。第五章提出本研究的结论。This dissertation consists of five chapters. Chapter one is a brief introduction of theresearch background, the earnest problem to solve and the overall structure of this study.Chapter two reviews literature on Educational evaluation, formative assessment and washbackrespectively. Chapter three describes the research methodology of this study, including theresearch instruments, participants, administration of instruments and data analysis. Chapter four as the main body focuses on the analysis and discussions of the results. Chapter fivepresents a conclusion of this study.

Chapter Two Literature Review

2.1 A Brief Introduction of Educational Evaluation
Taylor (1930) put forward “Educational Evaluation” for the first time. It was laterlegalized in “elementary and secondary act” by United States Congress in 1965. “At present,educational evaluation has become an important field in educational science” (Tu Yanguo,2007: 1). In this part, the author will give us brief introduction of educational evaluationincluding its definition, origin and development.

2.1.1 The Definition of Educational Evaluation
“Educational evaluation”, this concept, since i本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。