Strategy Research Of Online Peer Feedback Based On Assessment As Learning

The new curriculum reform clearly requires that teaching should pay attention to evaluation,teachers should care students' learning process,discover and develop students' multifaceted potential.The English Curriculum Standard for Junior High School immediately proposes to collect students' learning experience through various effective evaluation methods,improve teaching methods with students' feedback information and practice the idea of integrating teaching and evaluation.In order to improve students' English writing ability,English teachers have tried and discussed a lot of ways.However,the current evaluation and feedback of English writing in junior middle school is not optimistic.In the current English teaching mode of junior high school in China,the feedback process,which is based on the teacher's written annotations,is time-consuming.The poor feedback effect violates the original intention of the feedback and fails to achieve the expected teaching effect.Therefore,effective writing feedback can not only reduce the workload of teachers,enhance students' interest in English writing,but also improve students' passive learning status.The author makes an overview of the application of formative assessment in English writing,and analyses the relevant cases of formative assessment to improve the teaching effect with the help of the network public platform,and determines the starting point of the study.Under the theoretical guidance of formative assessment,assessment as learning,combined with effective evaluation models and strategies in the previous studies,the evaluation feedback is integrated into writing to promote the development of students and teachers based on the UMU interactive learning platform.The main questions of this study are as follows:(1)how do teachers organize peer feedback in junior high school English writing based on UMU interactive learning platform?(2)what is the effect of peer feedback in junior middle school English writing based on UMU? How to improve? This paper mainly studies how teachers and students make writing goals together,how to design peer feedback process,how to guide students to conduct peer feedback and how to feedback students' learning.In order to solve the problems of single evaluation subject,students' low participation and insufficient technical support in junior middle school English writing teaching,this study adopts a design-based approach and takes students in Class two,Grade 7 as the object of the study.In practice,according to students' works,speeches,UMU platform data and peer feedback materials feedback students' learning;After each iteration,the teacher proposes suggestions to improve the previous design through the analysis of topic discussions,interviews and questionnaire data;Eventually on the basis of the preliminary design,the author adds practice tasks to improve the quality of feedback,optimize the grouping,improve the teacher's feedback and increase the reward mechanism.After three rounds of practice,questionnaire and interview were used to investigate the students' learning experience,and spss was used to analyze the data.The results showed that peer feedback effectively improved students' comprehensive writing ability and had a positive impact on teachers.Finally,the implementation strategies of peer feedback in junior high school English writing based on assessment as learning are put forward in the following four aspects:(1)participating in interactive discussions and making writing standards jointly by teachers and students;(2)optimizing grouping and improving the overall feedback ability of groups;(3)standardizing peer feedback and improving feedback quality;(4)improving teachers' s feedback.Hope this research result can provide a reference for educational researchers.