Effect Of Guided Self-assessment On The English Writing Of Senior High Students

With the globalization,the English language is getting more and more important.Writing,a crucial output process,plays an important role in communication.But nowadays,in senior high school English teaching,writing is always inferior to reading and listening.Students are fearful of writing assignments and teachers also regard them as a source of headache.On the other hand,students are mostly the objects of writing assessment.But as the English curriculum suggests,students should be put at the center of learning as well as teaching,and that teachers should help students to carry out self-assessment to promote the learner autonomy.To put into practice the new assessing idea,to make students aware of how they are assessed in the most subjective part----writing,and to improve the students' writing competence,this thesis tries to explore the three questions:1.How can guided students' self-assessment work in writing class generally?2.In what particular aspects are the self-assessment effective?3.What are the limitations in the self-assessment?Based on the pedagogical and psychological theories of constructivism and metacognition,and various researches on English writing,assessment,and self-assessment,the study aims to apply students' self-assessment with teacher's guidance to teaching of English writing in senior high school.In order to carry out the study,the author performed an experiment in two parallel classes.To understand the students' writing ability before the experiment,the author did a pilot study and then basing on the students' current writing levels,the author designed four assessing tables for students to use in different periods in the experiment class.After the four periods of experiment,a post-test was conducted to compare with the performance before the experiment,to see the effectiveness of self-assessment.The experiment has proved that guided students' self-assessment improves students'writing achievements,develops self-assessing abilities,and improves learning autonomy and metacognitive strategies.In the meantime,there are also some limitations.The self-assessment is not very helpful for students with learning difficulties.And in some aspects,students in the experiment class are not better than or nearly at the same level as those in the control class.In the future,the author will try various teaching methods like peer-assessment,reinforcing the language input,and so on.