The existing summative evaluation method cannot reveal all the relevant facts about students’learning,potentially leading students to only pay attention to memorizing fragmented language knowledge instead of improving their communicative competence.Therefore,the formative evaluation method should be used to supplement the current summative evaluation method in College English teaching in vocational institutes.When using formative evaluation,plans and objectives need to be designed,tools for evaluation selected,information collected regularly,and plans adjusted accordingly.
Based on an analysis of current English writing and teaching conditions in vocational institutes,it is proposed that the methods used to teach English writing should be changed to a process oriented approach.In the planning,drafting,revising,and post-writing stages,students are fully involved in the process of monitoring their own and the written works of others through a series of cooperative activities among the students and guiding activities directed by the teacher.As a result,in the process of cooperative discussions aimed at identifying and resolving problems,their writing habits will be improved,their interest in English writing will be stimulated,and their research and writing skills will be further developed.
