写作是反映综合语言能力的一项标准，在高考英语分数比例中占据着重要的地位。然而多数高中生感到写作困难，没有头绪，缺乏词汇量和策略，结构混乱等情况。因此，写作教学成为了英语教师最为关注的事情。在国内，大多数英语教师使用终结性评价方式给予学生反馈，只关注学生所得分数而忽略了写作过程中给予学生有效的反馈。形成性评价注重对写作过程中的每一步骤做出及时的反馈意见，比如在初稿、二稿时用小组互评、自我评价、教师评价、档案袋评价等方式进行反馈。反馈注重学生写作当中的语法、结构、语言点等方面。 本研究是关于形成性评价在高中英语写作课堂的行动研究，旨在探讨：形成性评价在高中英语课堂的行动研究是否能够提高学生学习写作的热情并能够提高写作水平？ 内蒙古呼和浩特市E中学51名高一年级的学生，从2016年11月至2017年5月进行的。作者使用前测，访谈，问卷调查形式了解学生英语写作情况，确定了需要解决的问题并做了行动研究计划。在实际写作课堂中，作者指导学生完成初稿、二稿以及终稿等，并在写作过程中实施形成性评价。在一个月的行动研究后，作者根据观察、访谈等方式发现的问题对于行动研究计划做了修改并尝试解决存在的问题。修正后的行动计划实施了三个月后对于存在的问题做出再次修改再次实施新方案。研究结束时，作者通过后测，访谈，问卷等形式分析学生对写作的学习习惯、态度、热情是否有改善和写作水平是否提高等问题。 研究后作者发现，学生写作习惯和对于写作的理解等方面有显著的提高。学生的写作水平也有着明显的提高，尤其在语法，文章结构、连贯性等方面。

Writing is an essential part in English learning. However, there are many problems in high school students’ writing, such as lack of vocabulary, messy structure, devoid of content and poor in writing strategy. Most teachers use summative assessment, which focuses on the final score of students’ writing and ignores the students’ integrated development in the writing process. Formative assessment evaluates students’ writing according to every step of the writing process, such as drafting, self-assessment, second draft, peer-assessment, teacher assessment and final assessment. Each assessment process emphasizes the students’ writing in grammar, coherence, and sentence structure and content. This thesis is about an application of formative assessment in writing class. An action research was conducted to answer the following research questions: whether the application of formative assessment in English writing class can effectively arouse the students’ enthusiasm in English writing and improve their ability in English writing? The researcher applies formative assessment to 51 students from class 11, NO. E Middle School in Hohhot. Most of these students are poor in English and they have many difficulties in English writing. Some of them never finish the composition task in the exam. Some felt anxious or lack confidence when they were asked to write a composition. The action plan was carried out from November 2016 to May 2017. First of all, the researcher used pre-questionnaire and pre-test to confirm the problem in students’ writing and made an action plan to solve the problem. After a month’s study, the researcher revised the action plan according to students’ reflection and classroom observation. And then implemented the revised action plan for 3 months. By the end of the study, the researcher used post-questionnaire and post-test to analyze the result. The result of the study shows that: (1) the application of formative assessment can help students improve their writing habit and understanding of English writing. (2) The formative assessment can improve students’ writing ability in grammar, sentence structure and coherence.