The Study Of The Application Of Self-assessment And Peer Assessment In English Writing Teaching In Senior High School

How to teach effectively in English writing class in senior high school is the focus in the field of English teaching,and the evaluation method as an important part of English teaching needs to be changed.The combination mode of self-assessment and peer assessment is introduced into English writing classes to make up for the shortcomings of traditional teaching methods.The research is based on process-oriented writing theory,cooperative learning theory and the zone of proximal development.This study tries to introduce the combination mode of self-assessment and peer assessment into English writing teaching in senior high school.The author chooses two parallel classes of students in grade one in Dalian Free Trade Zone No.1 High School as research participants to carry on a research which lasts for three months.Qualitative and quantitative researches are used in this research to discuss the effectiveness of self-assessment and peer assessment in English teaching in senior high school.This study tends to answer the following three questions.1.What effect does the combination of self-assessment and peer assessment have on senior high school students’ interest in English writing?2.What effect does the combination of self-assessment and peer assessment have on senior high school students’ English writing ability?3.What are the different emphases of students at different levels in the combination of self-assessment and peer assessment?The results show that :(1)The combination of self-assessment and peer assessment can arise senior high school students’ interest in composition assessment so that their enthusiasm and initiative in English writing may be improved,and this method could help students cultivate their awareness of self-assessment and peer assessment,and improve their appraisal ability.(2)The combination of self-assessment and peer assessment may enhance high school students’ ability in improving writing content,optimizing organization,standardizing language use and handling the details of compositions.(3)High-level and middle-level students are more willing to pay attention to some abstruse issues,such as the content,organization,language expression in the evaluation,while low-level students focus on some basic issues such as the application of grammar,spelling of vocabulary,the use of punctuation.Some teaching suggestions are offered to improve students’ learning method,learning ability and learning level based on the results in order to provide references for English teachers when they apply this method.