An Experimental Research Of The Dynamic Assessment In English Writing On The Senior High School Students

As an interactive evaluation method combining evaluation with teaching aspect,the Dynamic Assessment requires both the teachers and students to participate in the evaluation process,by which can provide a potential development opportunity for learners.The purpose of this thesis is to explore the effects of Dynamic Assessment interventions in senior high school English writing by comparing with experimental methods.The author hopes this thesis will provide meaningful references for the latter researchers of the same field.Under Dynamic Assessment intervention in senior English writing,this research is intended to answer the following two questions:1.Is there significant difference in English writing performance between the experimental class and contrasting class?2.What are the differences exist in the aspects of language complexity,language norms and grammatical errors in English writing between experimental class and contrasting class?In this research,120 students in Grade two from the two parallel classes had been chosen as the subject of the research by finishing the pre-test,which is the writing part of the 2016 NMET ?.According to each performance,the students had been divided into two classes under the same teaching standard,namely,the experimental class and contrasting class.After 16 weeks' experiments,the experimental class and the contrasting class had been given the post-test,which is the writing part of the 2017 NMET ?,and then the collection of performance data had been analyzed and discussed with SPSS18.0.The results indicate that:(1)After the application of Dynamic Assessment intervention,the two classes had got significant differences in English writing performance.Besides,the scores of students' English writing of the experimental class are much better than those students in the contrasting class.Whereupon,the research shows that the intervention of Dynamic Assessment is effective in improving English writing performance of students.(2)After analyzing the second research question through the application of repeated measures of general linear model,the result shows that,the students in experimental class had made better performances than the students in contrasting class as for the aspects of language complexity,language norms and grammatical errors;the students' ability to express writing and to output language are enhanced,especially in the complexity of language.It is mainly embodied in the flexible conversion of words,the use of phrases instead of simple words,the use of complex sentences,inverted sentences.And in terms of language norms,the number of words in writing is in accordance with the requirements,and the punctuation usage and language expression are more standardized;As for students' grammatical errors,such as errors in subject-verb agreement,tense,passive voice,prepositional and pronoun usage are greatly reduced.(3)Dynamic Assessment intervention as a method,widely infiltrated into each stage of English writing teaching,which enables both the teachers and students to participate in the writing evaluation.By which,the students can constantly improve their own English writing ability via methods of peer-correction,network-correction and diversified ways instead of merely rely on the teacher's evaluation.