| As is known to all, it is basic for senior high school students to learn English in acquiring expertly listening, speaking, reading, and writing skills. However, in present high school English teaching, writing, as one of four basic skills, is not paid due attention compared with the other three skills so that senior high school students’writing ability is far from satisfactory. There are, of course, many reasons accounting for this phenomenon. One of the reasons lies in the monotonous teacher assessment, which is not satisfactory to improve senior high school students’writing proficiency. According to the New English Curriculum Standard (ECS)(Experimental Draft)(The First Edition) published by People’s Education Press in2003, the evaluation system of English teaching should focus on multiple assessment subjects, diversity of assessment contents, and variety of assessment forms. Assessment should reflect humanistic educational ideas, stress the principal part of students, and advocate students’ positive role in assessment process. It also stresses a combination of summative and formative evaluation with focus on learning process and student involvement in order to achieve harmony and unity of assessing learning process and learning outcomes. As one component of formative assessment, peer assessment has been introduced into English writing teaching in junior and senior high and gradually gain widespread attention. Even so, the recent researches show that owning to the effect of "teacher authority" thought and "exam-oriented education" pressure, the application of peer assessment still has many problems, such as, unreasonable grouping, distrust on peers among students, and teachers’not devolution of power, etc.Based on the existing problems of peer assessment in practice, this study is based on process writing theory and constructivism theory and tries to apply the combined assessment of peer assessment and teacher assessment into senior high school students’English writing to explore its effectiveness on improving senior high school students’English writing proficiency. The hypothesis for this study falls into twofolds. On the one hand, the combined assessment model can pinpoint the central position of the students, arouse students’writing interests, enhance their learning initiative and creativity so as to improve their cooperative ability and reader awareness; on the other hand, it emphsizes on the role of the teacher’s guidance and supervision, shows the teacher’s strength of making high reliability and eliminates students’uncertainties between each other.The author chose112students in the first grade in Xiongyue High School in the city of Yingkou, Liaoning Province as the research subjects in this study and carried out18-week teaching experiment and research. After pre-test, the author chose one class as the experimental class and the other as the controlled class, and there was no obvious difference in the overall level of English between the two chosen classes. During18-week experiment, the new assessment method was used in the chosen experimental class and the traditional writing assessment method was applied in the controlled class. A general conclusion was made after comparing and analyzing the results of pre-questionnaire, pre-test, post-questionnaire and post-test that students’English scores in the experimental class were obviously higher than the students in the controlled class. It showed that the combined assessment model of peer assessment and teacher assessment could better facilitate the improvement of senior high school students’English writing ability than the traditional single assessment. In addition, the results of the questionnaire showed that most senior high school students liked peer assessment model and hoped that this assessment model could be applied into other subjects in the future teaching and learning and training. |
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