English Writing Teaching Models in Chinese and Foreign Universities—Focusing on Formative and Summative Assessment
Abstract
With the deepening of globalization and cross-border integration in the field of higher education, it has been discovered that the ability to express oneself in written English has become an essential core competitiveness for contemporary college students. There are significant differences in evaluation methods and frameworks between the East and the West, which pose substantial constraints on the effectiveness of teaching practice and talent cultivation. This study focuses on two evaluation models, process evaluation and outcome evaluation, analyzing the differences in English writing teaching between Chinese and foreign universities. It is found that outcome evaluation is commonly used in Chinese universities, which focuses more on the completeness of writing results and easily neglects the writing process. Western universities, on the other hand, place more emphasis on process evaluation, such as in countries like the United States and the United Kingdom, which focus on the writing process, pay more attention to process feedback, and introduce diverse evaluation themes. Research has found that process evaluation can help enhance students' critical thinking and self-reflection abilities, but implementing this evaluation method faces problems such as a large workload and difficulty in unifying evaluation standards. Based on this research, suggestions are proposed to integrate the "process result" evaluation system, establish multiple standards, strengthen teacher training, and utilize information technology to assist in implementation, providing theoretical and practical support for the reform of English writing teaching in Chinese universities.
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