| Teaching evaluation is an essential part of English teaching,which is a crucial means to facilitate English learning and teaching.The General Senior High School English Curriculum Standard(2017 Edition 2020 Revision)emphasizes the subjective status in teaching evaluation and advocates students carrying out peer assessment to strengthen the interactive exchange of evaluation information among students and students and teachers,promote self-supervised learning,and turn teaching evaluation into a process and means of subject participation,self-reflection,mutual motivation,and common development.However,for a long time,teachers have always played a leading and authoritative role in the teaching evaluation process,and students can only passively and used to receiving evaluation and feedback.The peer assessment method not only pays attention to the evaluation subjectivity of students,but also allows students to pay attention to the writing process of themselves and their peers,so as to guide students to constantly reflect themselves,learn from others’ strengths,summarize the experience,and regulate learning in the process of carrying out peer assessment.In traditional English writing teaching,a majority of teachers overemphasize the importance of English writing scores,but do not fully consider the significance of writing assessment.English continuation writing,a new task type in English College Entrance Examination,proposes a higher requirement on students’ writing ability and also brings new challenges to English writing teaching.To this end,many domestic scholars and English teachers tried to carry out relevant research on the combination of peer assessment and English writing teaching,and most of the studies explored the application of peer assessment to English writing teaching from the perspective of teachers.In view of this,this study takes 42 students from a class of Senior Two in Senior High School H in Haikou City,Hainan Province as the research subjects,so as to explore the implementation status of peer assessment in English continuation writing teaching by the means of questionnaire,interview,and classroom observation.This study attempts to explore the following three questions:(1)What types of peer assessment do students use when assessing peers’ compositions?(2)What is students’ attitude towards the application of peer assessment to the English continuation writing teaching?(3)What difficulties do students have in the process of implementing peer assessment in the English continuation writing teaching?The study reveals the following three findings:(1)In the distribution of peer assessment types,students use cognitive peer assessment the most,meta-cognitive peer assessment and affective peer assessment are used relevant frequently,and irrelevant peer assessment is used the least.(2)Students,generally,have a positive attitude towards implementing peer assessment in English continuation writing teaching.Some of them,yet,deem that if peer assessment can not be carried out objectively,then peer assessment will eventually become a mere formality,(3)In the teaching process of English continuation writing,problems occurred manifest as the deficiency of language knowledge,the inadequacy of confidence in conducting peer assessment,the unfamiliarity with the implementation process of peer assessment.Based on the above findings,this study elicits associated pedagogical implications for teachers and students on the implementation of peer assessment for English continuation writing teaching.For teachers:(1)Teachers should equip with a deep understanding of the evaluation of senior high school English curriculum and be familiar with the characteristics and implementation process of the peer assessment method.(2)In daily peer assessment training,teachers can appropriately emphasize the role and importance of different types of feedback.(3)Teachers are expected to pay attention to students’ assessment dynamics and provide timely instructions and feedback while students are having peer assessment.For students:(1)When assessing peers’ compositions,students are supposed to correctly understand the essence of assessment and eschew mistaking the assessment process as an error-correction process.(2)Students are encouraged to correctly understand the status of their own assessment subjects,perfect the concept of peer assessment,and actively and boldly participate in the process of peer assessment.(3)Students could carry out peer assessment in different groups,helping students get acquainted with the process of peer assessment as soon as possible via cooperative learning.(4)Students need to adjust their affective factors in time and objectively assess peers’ sequels lest the unfairness in the assessment results appears. |
