An Experimental Study On The Effect Of Analytic Assessment On Non-English Major College Students Writing Ability

As one of the four competences in English, writing has been being valued by teacherand students in English teaching and testing, which is important for both teachers andstudents. It is worth discussing that what assessment method the teacher should adopt toevaluate students’ writing competence. There are two widely used methods: holisticassessment and analytic assessment. So which is more efficient to improve students’writing competence? Most researches focus on large-scale testing and high school writingwhile overlook writing assessment in classroom-teaching and non-English major collegestudents writing assessment. This dissertation tries to analyze the question that which ismore appropriate in evaluating non-English major college students writing.The research background shows there are many researches on writing assessment,holistic assessment and analytic assessment, but no agreement on which one is moreefficient. After introducing the research background, the research questions are proposed:whether holistic or analytic assessment is more efficient in improving non-English majorcollege students writing competence and in heightening students’ interest. And the researchhypothesis are also proposed: analytic assessment is more efficient in improvingnon-English major college students writing competence and in heightening students’interest.Then the investigation, experiment and cases analysis are designed and implemented.According to the study, the conclusion is drawn: analytic assessment is more efficient inimproving non-English major college students writing competence and in heighteningstudents’ interest.Finally the dissertation gives major findings and limitations.