The Effects Of Peer Assessment And Self-assessment On The English Writing Learning In Senior High School

In senior high school English learning, writing skill is an integral part of language skills. Not only in senior high school but also in university, writing skill becomes of the utmost importance of English learning. Therefore, how to lay a solid foundation for English writing in senior high school, find a writing assessment method that works for you, and improve students own writing level is critical to the future of English study.In our educational tradition, teacher assessment model has long been adopted in the process of teaching writing. This model usually covers three steps:the teacher assigns writing task, students complete their writings, the teacher corrects students’writings and returns them to students. In this model, sometimes some of the students may fail to carefully analyze their own writing problems after receiving the assessment. However, peer assessment and self-assessment, based on the Socio-cultural Approach, Interaction Hypothesis, Corrective Feedback, Output Hypothesis, Noticing Hypothesis. Attention should be paid to lead students to grasp the basic theory.In general, this study mainly addresses two questions:(1) What is students’attitude towards the combination mode of peer assessment and self-assessment?(2) What effects does the combination mode of peer assessment and self-assessment have on students’writing performance?In order to answer these two questions, the author takes 91 students in Jinlin High School as the subjects of the experiment. Based on literature review, the writing tasks, the questionnaires and interviews, the author adopts a new mode of assessment, the combination mode of peer assessment and self-assessment, which incorporates the peer assessment and self-assessment, and implements this new integrative mode of assessment in the main experiment. Research methods adopted are including literature researches, forms analysis, questionnaire surveys, interview and SPSS statistical analysis.The major findings are summarized as follows:1) The combination mode of peer assessment and self-assessment is accepted and welcomed by students in the peer assessment and self-assessment class.80.50% of the students agree on "I like this combination mode of peer assessment and self-assessment".52.17% of the students strongly agree on "I want teachers to continue using the combination mode of peer assessment and self-assessment". From the supporting data, we can tell that most students are in favor of this mode. The combination mode of peer assessment and self-assessment not only improves students’writing performance, but also changes their writing habit.2) Students, who receive the combination mode of peer assessment and self-assessment, make significant progress and benefit more. P values of all the five aspects of writing (content, organization, vocabulary, grammar and mechanics) are below 0.05, which means that students in peer assessment and self-assessment class have made greater progress in their writing performance. The combination mode of peer assessment and self-assessment has also greatly activated the classroom atmosphere, enhanced the students’ spirit of helping each other and motivated their interests in English writing.Although this study gives teachers some enlightment on teaching writing, it has some limitations. The author at last proposes the suggestions for future study.