An Experimental Study On Students’ Self-assessment And Peer-assessment In Senior High School English Writing Teaching

In senior high school English teaching, wring teaching, as one of the four basic language skills, is important and difficult. The evaluation method and evaluation result have a direct influence on the effectiveness of high school English writing and the improvement of student’s writing ability. Therefore, it is important and necessary to find out an effective way to improve students’ English writing ability.In order to improve the traditional teacher-centered evaluation way, this study, which combines the writer’s own teaching practice and is based on language learning theories of Humanism Theory, Constructivism Theory, Cooperative Learning Theories, Proximal Development Zone Theory, adopts the combination mode of students’ self evaluation and peer evaluation for three months. The purpose of this study is to examine the effectiveness of self evaluation and peer evaluation on the improvement of students’ writing ability and aims to find out: The attitude of students towards the combination mode of self assessment and peer assessment and the effects of students’ self evaluation and peer evaluation on improving their writing ability.This research employs a combative method of qualitative and quantitative to explore and analyze the collected data, including the researchers’ classroom observation notes, questionnaire responses and measurement tables. It uses T-test to compare the two classes. The research subjects are 120 grade 11 students from two classes of a high school. One class is treated as the EC and the other as the CC. The CC uses the traditional teacher-centered writing evaluation, while the EC adopts the combative mode of students’ self assessment and peer assessment under the teacher’s organization and guidance. The research instruments include questionnaire, classroom observation,interview, student’ periodical self assessment and peer assessment sheets and writing tests.This study finds that: in senior high school English teaching of writing, the combination of students’ self assessment and peer assessment is popular and accepted by most students which can motivate students’ writing interests effectively. In the process of adopting the combination of students’ self assessment and peer assessment, students mostly focus on the improvement of wring methods and strategies, and the way to reduce their unnecessary writing mistakes. In addition, the combination of students’ self assessment and peer assessment can improve their independent and cooperative learning and can facilitate their writing ability to some extent.Based on the above findings, the author thinks that the combination of students’ self assessment and peer assessment has a positive effect on improving students’ English writing ability, although the process is complicated and difficult. This paper ends with some implications and suggestions for teachers and for further research.