Teaching Writing Assessments And Researches At High School

As a Chinese teacher at high school, it is difficult for us to judge the validity ofteaching writing. Lots of teachers don’t know how to judge. For example,someonly use the writing scores the students can get in the exams as the standard tojudge the validity. However,the only way to judge the validity of teaching Chinesewriting scientifically is to assess the teaching writing.Teaching writing assessments is one of the most important ways to improvestudents and teachers’ growth.Scientific and efficient assessments not only canshow the students’ writing changes and degrees, but also can lighten the students’writing continual development. Nonetheless, under the senior high school’s writingteaching assessment’s researches at the moment, we pay more attention to assess thewriting scores which can’t satisfy the demands to promote the students’ Chineseliterary quality well-rounded development from New Curriculum and ignore allkinds of ingredients in writing study process(such as writing attitude, writingmotivation, the true writing level,the details of writing improvements),hence wecouldn’t judge the students’ writing learning and the teachers’ instructing results inthe round. In order to help the Chinese teachers at senior high school rebuild theunderstanding of teaching writing assessments,I reflect the reasons why the seniorhigh school’ Chinese writing teaching assessments are in such difficult situationthrough showing the specific contents of high school’s teaching writing assessmentsin my research and having a conference with the frontline teachers. In the end,Iprovide the strategies to optimize Chinese teaching writing assessments at highschool.