The Application Of Cooperative Learning In English Writing Assessment Of Senior School

Writing assessment is one of the most important parts in the teaching of writing. In The New English Curriculum Standards the reform of assessment approaches is advocated and the concept of cooperative learning is recommended. Many scholars who research into cooperative learning both at home and abroad have expounded its important role in English writing. Owing to the single form of writing assessment - teacher-centered, students are lack of participating in assessment. The writing proficiency of high school students is restrained. They show no interest and confidence in writing. So, the purpose of this thesis is to confirm the effectiveness of cooperative approach, which can be applied to the assessment of English writing.Based on theories of the teaching of writing and cooperative learning, the author conducted an experiment in cooperative learning with 45 students at Tianjin No. 24 middle School for one and a half year. Through vertical and parallel contrast between the results of experimental class and five controlled classes before and after using cooperative learning approach, the findings are that the use of cooperative learning in writing assessment can not only improve students' writing competence, increase their interest in writing, enhance their confidence and lower their anxiety in writing, but also make the class atmosphere more pleasant, increase interaction among teacher and students, and make writing more meaningful and enjoyable. The instruction from teachers and collaboration of group are also of great help to students. The conclusion is that cooperative learning is an effective way to apply to the assessment of English writing.