An Experimental Study On The Effects Of Multiple Evaluation On Senior High School Students’ English Writing Proficiency

Multiple evaluation in English teaching refers to the evaluation with multiple subjects,multiple methods,and multiple dimensions.It is a development against the traditional evaluation which is result-oriented,single,and neglects the subjectivity of students.Multiple evaluation is beneficial for cultivating students’ core competencies,fully exerting their subjectivity,and becoming a research hotspot in English writing teaching.At present,there are more studies on multiple evaluation in English writing teaching at the university level,focusing on the comparison of two feedback methods or the impact and effects of a single feedback model,while there are relatively few studies on multiple evaluation in English writing teaching in middle schools.Both The National English Curriculum Standards for Senior High School(2017 Edition)and The National English Curriculum Standards for Compulsory Education(2022Edition)propose that evaluation in English teaching should give full play to students’ initiative and subjectivity,stimulate students,peers,and teachers to actively focus on and participate in the evaluation process,and realize the diversification of evaluation methods and the organic integration of process evaluation and result evaluation.In view of these,this study combines students’ self-evaluation,peer evaluation,and teacher evaluation to form a multi-subjects evaluation method,called multiple evaluation,and applies it to senior high school English writing teaching to explore its effects on students’ English writing proficiency.In this study,a semester of an experimental study has conducted among 100 students from Senior One Class 10 and Class 15 of a high school in Heyuan City.Class 15 employs multiple evaluation in the process of English writing evaluation,while Class 10,as the control class,adopts the regular teacher-written evaluation.Besides,the students in the two classes are divided into high-level,middle-level,and low-level groups according to the English scores of the Senior High School Entrance Examination.The study aims at addressing the following two questions:1.What aspects does multiple evaluation have effects on senior high school students’ English writing proficiency?2.What are the different effects of multiple evaluation on the English writing proficiency of senior high school students at various levels?To answer the above two research questions,research instruments,including English writing tests and an interview,are conducted for data collection and analysis.The research results signify that compared with the regular teacher evaluation,multiple evaluation has a significant effect on senior high school students’ English writing proficiency,especially in content and language.Furthermore,multiple evaluation can significantly promote the English writing proficiency of middle-level students,especially in content and language,and help high-level students improve to a great extent.It also has a positive effect on low-level students’ English writing proficiency.It is hoped that this study and these findings can provide some pedagogical implications for the education supervisory department and English teachers.