On The Improvement Of Students' Writing Skills With Process Assessment In High School English Teaching

Most of the teachers of English are puzzled on how to improve the students'written English in the durable assignment, for helping students make progress in writing isn't easy. The writer of this thesis analyses the current situation of assessment in high school English writing teaching, pointing out the problem of present assessment and the difficulty in strengthening students'writing skills. Based on the research work in or out of China, the writer states briefly the definition, rise, theoretical foundation, characteristics and purpose of process assessment. And then the writer shows the specific application of process assessment and points out that process assessment used for a process-oriented approach to English writing teaching can greatly help students master writing skills.The writer applied process assessment in English writing teaching and suggested students writing in a variety of ways, such as research work, week diary, free composition, relay-composition, e-mail, reply on net, summary writing and English drama as well, with the purpose to encourage students to write more. During the writing teaching procedure, the writer used different kinds of assessment, such as interviews, portfolios, display, publishing or response. The role of teachers in assessment is emphasized that they are not only checkers, but also listeners, assistants and evaluators as well. Teachers'purpose to assess a composition is not just to point out how many grammar or structural mistakes made by the students but, on the contrary, to guide the students to be aware of the good words or sentences written by themselves, and to find out their faults and correct the mistakes themselves. They gain the kindly encouragement from the teachers and are willing to write another composition with passion in the near future. The writer applied process assessment in an open English class in Guangzhou and received a great success. In the class, students wrote words, phrases, sentences and passages as well and received the teacher's appropriate assessment in every writing process. The writer made the lesson so lively that all the students were active to raise their hands to take part in the activities. Reaching the suggested goal, the lesson was highly thought of by Guangzhou Middle School English Teaching and Research Section. From references and figure statistics, the use of process assessment results that process assessment has an active effect on English writing teaching in high schools.In a word, students are assessed not only by exams but also by performance in the process of learning. The problem of using process assessment is that teachers find it impossible to have enough time to deal with the portfolios of more than 100 students, students of two classes at a time. This problem remains unsolved.