The Effects Of Gauge-based Online Mutual Assessment On Middle School Students’ Metacognitive Strategies In Writing

Junior middle school is a period of rapid development of self-awareness and metacognition.It is one of the important tasks of Junior Chinese teaching to promote the metacognitive strategy development.Metacognitive writing strategies involve the conceptualisation,generation,re-reading and revision of writing,which are key factors affecting the quality of compositions.Online mutual assessment can provide multiple sources and perspectives of feedback for junior secondary students’ writing,which is conducive to the development of students’ metacognitive writing strategies and plays an increasingly important role in essay evaluation.However,there is a general lack of criteria for online mutual assessment in secondary school composition teaching,and students’ feedback is too subjective and often not based on evaluation standards when conducting mutual assessment.This paper will focus on three questions: the extent to which online mutual assessment improves students’ metacognitive strategies in writing;the extent to which gauge-based online mutual assessment affects students’ metacognitive strategies and composition structures in writing;and the difference between the use of gauges and the use of gauges in mutual assessment on students’ metacognitive strategies and composition structures in writing.In order to demonstrate the scientific validity of the online mutual assessment scale in enhancing students’ metacognitive strategies and composition structure,this study designed and implemented three rounds of teaching with the help of Free-speech wisdom class and online mutual evaluation rules based on SOLO theory,taking the Chinese writing class of grade 8 as the practice place.Students in the experimental class will be trained on the writing scale before the implementation.After the three rounds of study,the students’ pre-experimental and post-experimental data were compared and analysed.The results of the study showed that the mean value of writing metacognitive strategies increased from 4.73 to 5.27 in the experimental class with mutual assessment and gauges after teaching practice,and the mean value of macro structure in the composition gauges increased from 3.54 to 4.31 and micro structure from 3.23 to 4.06,and there was a significant difference between the pre-and post-experimental measures,indicating that the online mutual assessment gauges had a significant effect on students’ application of writing metacognitive strategies This indicates that the online mutual assessment scale had a significant effect on students’ application of writing metacognitive strategies and composition structure.The mean value of macro structure in the composition scale increased from 3.71 to 3.83,and the mean value of micro structure increased from 3.23 to 3.37.Although there was an increase,there was no significant difference,which indicates that online mutual assessment can improve students’ metacognitive strategies in writing.This indicates that online mutual assessment can improve students’ application of metacognitive strategies in writing,but does not produce changes in students’ composition structure.Based on the analysis of the findings,it was concluded that: online mutual assessment based on the gauge facilitated the application of metacognitive strategies and improved the structure of students’ writing;online mutual assessment improved the level of metacognitive strategies but did not improved the structure of students’ writing;the gauge based on the SOLO theory facilitated the improvement of students’ writing structure and the development of students’ holistic and logical thinking.