An Empirical Study On The Application Of Multiple Evaluation To English Writing Teaching In Senior High Schools

This thesis mainly conducts empirical study on the application of multiple evaluation with the combination of peer evaluation,self-evaluation and teacher evaluation to English writing teaching in senior high schools.Through questionnaire and a teaching experiment based on multiple evaluation,this thesis aims to check the effects of multiple evaluation on students' English writing strategy and writing performance.English writing is quite important in English teaching of senior high schools,which investigates the use of students' comprehensive ability in English.It's also a difficult part for the teaching of teachers and the learning of students.Students' writing results in College Entrance Exam(CEE)is not ideal at present stage.Teachers and students are seeking more effective methods to improve students' writing ability.As a key part in writing teaching,the way of evaluation affects students' writing strategy and writing performance.New Curriculum Standard in Senior High Schools advocates an evaluation system with the combination of formative evaluation and summative evaluation,encouraging students themselves,classmates and teachers to participate together in evaluation to achieve the diversification of evaluation subjects.Besides,writing is essentially a kind of communication.Its subjects should not purely be the teacher.It needs the participation and communication of students in order to realize the value of writing.Based on multiple intelligence,communicative theory and process approach derived from communicative theory,this thesis applies multiple evaluation to English writing teaching in senior high schools to study below questions:(1)What are the effects of multiple evaluation on students' writing strategy?(2)What are the effects of multiple evaluation on students' writing performance?This thesis conducts questionnaire survey and experimental methods.It does empirical researches in two parallel Senior Two classes(class A and class B)from the same school,which are taught by the same teacher.The writer designs a teaching experiment which lasts for 14 weeks.Class A is the experimental class(EC),using multiple evaluation to English writing teaching.Class B is the control class(CC),applying single teacher evaluation.Each class has 50 students.Pre-test is an English writing task chosen form 2012 CEE,and no apparent difference of both classes found in pre-test.To check the effectiveness of multiple evaluation to English writing teaching,the teacher divides EC into 10 groups of 5 students.Each student writes three drafts on every writing task and peer evaluation,self-evaluation and teacher evaluation would be conducted after every draft.During the process,the teacher would introduce writing strategies properly at every stage.CC students won't be divided into groups.Each student writes three drafts on every writing task and only teacher evaluation would be applied to every draft.Based on the comparison of writing scores of pre-test and post-test in both classes,and the horizontal and longitudinal analysis of evaluation results in EC,with the combination of data analysis on questionnaire survey,this thesis verifies the effects of multiple evaluation on students'writing strategy and wiring performance in senior high schools.The thesis found that,the application of multiple evaluation to English writing teaching in senior high schools could improve students'usage of writing strategy,like metacognitive strategy,cognitive strategy,social-affective strategy,design-organization strategy and linguistic strategy,especially social affective strategy,self-assessment in metacognitive strategies and discussion in cognitive strategy.And it could also develop students' writing performance.Peer evaluation,self-evaluation and teacher evaluation have their own emphasize while doing evaluation and influence students' writing in various way,their combination makes the effects to the fullest.