A Study On The Application Of Teacher-guided Peer Assessment In Junior High School English Writing Teaching

The main role of students in various evaluation activities is proposed by English Curriculum Standards for Compulsory Education(2022 Edition),highlighting the significance of self and peer assessment for English teaching.Writing is an intricate cognitive and emotional activity.Students’ enthusiasm and confidence in writing can be enhanced with timely and accurate evaluation and feedback.However,in the examoriented context,more attention has been paid to the final outcomes of writing.Students’ writing process,especially the feedback,is easy to be simplified.Peer assessment is a student-centered cooperative learning behavior,which redefines the roles of teachers and students in the writing classroom.Students not only need to use the knowledge they have learned to evaluate the performance of their peers,but also need to modify their own writing based on the feedback given by their peers.Although peer assessment has obvious significance in promoting learning,its implementation effect is different.Therefore,more relevant linguistic theories are applied to build a more scientific and effective peer assessment mode.The researchers guide the implementation of peer assessment in English writing teaching to maximize the learning effect of peer assessment.Based on Reciprocal Determinism and Cooperative Learning Theory,the study integrates peer assessment into Process Writing Approach and it is combined with teacher feedback to construct a teacher-guided peer assessment mode in English writing teaching.As the basic elements of peer assessment,the individual,environment and behavior are dynamic and interactive.In the process of designing peer assessment activities,factors like grouping,evaluation criteria and feedback methods should be considered.By presenting teachers’ activities,the guiding role of teachers in each stage before,during and after peer assessment is highlighted to build a scaffolding for students’ independent peer assessment and improve the effectiveness of peer assessment.The focus of the research is junior high school students.The following issues are addressed: 1.What’s the effect of teacher-guided peer assessment on students’ English writing motivation in junior high schools? 2.Does teacher-guided peer assessment have an effect on students’ writing scores in junior high schools? If yes,what’s the effect of teacher-guided peer assessment on writing scores of students with different English levels? 3.What’s the effect of teacher-guided peer assessment on students’ writing performance in terms of content,language and structure?In order to solve the above questions,the experiment has been conducted in a middle school in Chengdu for three months.The participants are 87 students in Grade Eight.There are 42 students in the experimental class with teacher-guided peer assessment mode,while a single teacher feedback mode is adopted in the control class with 45 students.The writing tests,questionnaires,interviews and peer assessment sheet are used in the study.SPSS 26.0 is used to analyze the data collected from questionnaires,pre-test and post-test.The results are as follows: 1.Teacher-guided peer assessment has a positive impact on students’ intrinsic motivation,extrinsic motivation and self-efficacy,of which intrinsic motivation is the most obvious.2.Teacher-guided peer assessment is helpful to improve students’ writing scores,especially for intermediate level students.3.Teacher-guided peer assessment can improve students’ writing performance in terms of content and language.More accurate language expressions are used and more ideas are expressed to support the main idea of the topic.The results indicate that teacher-guided peer assessment has a positive impact on students’ writing motivation and writing performance.In general,the study highlights the teacher’s guidance in peer assessment and provides an effective reference for the implementation of peer assessment in English writing teaching,especially for the junior high school students.Based on the above conclusion,some suggestions are put forward for the application of peer assessment in writing teaching: First,the awareness of evaluation should be enhanced and a multidimensional evaluation system should be developed.Second,much attention should be paid to the training before peer assessment and the use of feedback after peer assessment.Third,the teacher should strengthen the monitoring of the process and provide students with immediate help and feedback so that students’ writing performance can be improved.