| For English learners,English writing competence is the concentrated embodiment of their overall language ability.There are many factors that affect the teaching effect of English writing,and assessment is undoubtedly the most important one.The English Curriculum Standards for Senior High Schools(2017 Edition)proposes that students should be encouraged to actively carry out self assessment and peer assessment activities,transforming from the recipient of assessment to the subject and active participant of assessment activities.At present,exploring how to effectively apply peer assessment in English writing teaching has become a topic of widespread concern.In this study,the researcher mainly focuses on qualitative research,supplemented by quantitative research,and explores the effect of peer assessment in the application of high school English writing by answering three research questions.The research questions of this study are as follows:(1)What is the attitude of high school students towards peer assessment?(2)What influence does peer assessment have on the English writing performance of high school students?(3)What influence does peer assessment have on high school students’ English writing competence?In this study,two parallel classes of grade one in a key high school in Z city,F province were taken as the experimental class and the control class respectively,and two rounds of action research were carried out in the experimental class.In the action research,the experimental class adopts peer assessment in the writing teaching,while the control class adopts the traditional teacher assessment.In this process,the researcher collects students’ peer assessment scale,students’ journal and teachers’ journal as the analysis basis of the qualitative research.In addition,the collected questionnaires and students’ writing scores are used as the basis for quantitative research data analysis.After three months of empirical research,the research conclusions are as follows:(1)High school students generally approve of peer assessment.The survey found that the low frequency of using peer assessment in English writing classes of high school students led to the unsatisfactory cognition of peer assessment of high school students.When participating in peer assessment activities,high school students are more likely to be assessed;In the survey of high school students’ general attitude towards peer assessment,students with different writing levels showed that they held different degrees of approval towards peer assessment.Among them,students with intermediate writing level have the highest recognition.(2)Peer assessment can improve the writing scores of senior high school students.In this study,the researchers ensured that the control variables such as teaching teachers,writing hours and writing content of the two classes were consistent,and the assessment method was taken as the independent variable and the writing score as the dependent variable.After a semester of study,the students of the two classes have increased their writing scores in the post test.In comparison,the writing scores of the control class increased slightly,and there was no significant difference in the writing scores before and after the test.However,the experimental class has a greater increase,and there is a significant difference in the writing scores before and after the test.Therefore,it can be said that peer assessment can improve the writing scores of students.(3)Peer assessment can improve the writing competence of high school students.After embedding peer assessment into the English writing teaching process,the students in the experimental class have improved their grasp of the five dimensions of composition vocabulary,grammar,degree of completion,content points and cohesion and coherence to some extent,but they still lack the grasp of the grammar dimension.It is hoped that teachers can pay more attention in the teaching process.In addition,this study puts forward the teaching enlightenment of changing high school writing teaching concept,improving teachers’ assessment literacy,and realizing the diversification of assessment subject and assessment form.At the end of the paper,some suggestions for future research are put forward,such as the combination of various assessment methods and the implementation of assessment with the help of multimedia and other tools. |
