High School Students In English Composition Self-assessment And Peer Assessment Practice

Cultivating students'writing ability is one of the important contents of English teaching in high school. The evaluation methods and results, extremely important in the teaching of English writing, have a direct impact on the effectiveness of writing teaching and the enhancement of students'writing ability. This thesis, based on teaching practice and aimed to perfect the traditional way of writing evaluation, researches into the effectiveness of the evaluation mode of students'self -assessment and peer assessment in English writing. The research employs both qualitative and quantitative research methods to study and analyze the collected data, including the researcher's classroom observation notes, questionnaire responses, the records of the students'self-assessment and peer assessment and the scores of the students'written works, and so on. Through careful analysis of the data and further discussion of the results, the researcher was able to make the following findings:1). In high school, the teaching mode of students'self-assessment and peer assessment in English writing is welcomed and appreciated by the students and can effectively stimulate their writing interest.2). Through the application of students'self-assessment and peer assessment in English writing, students'difficulties and problems can be found out more scientifically, objectively and accurately, and through the settlement of the problems, their writing ability can be further improved.3). To some extent, the application of students'self-assessment and peer assessment in English writing can promote students'ability of autonomous learning and cooperative learning, which can definitely help improve their writing ability.Based on the findings above, it is convincing to generalize that though the application of senior high school students'self-assessment and peer assessment in English writing is a complex and difficult process, it is worth further research because of the rewarding effects on improving students'English writing ability. The thesis ends with some implications for continual practice as well as for further research.