On The Use Of Multiple Assessments In The Teaching Of English Summary Writing In Senior High Schools

Writing,as one of the language output,plays a crucial role in English learning,and evaluation is an essential part of the teaching process that is never to be missed.However,it is found that teachers’ assessment criteria of students’ writing are varied and often not very clearly specified.We may even say that the effects of assessment are not always conducive to the improvement of students’ writing ability.With the new curriculum standards proposed in 2017,summary writing has gradually attracted both teachers’ and researchers’ attention,and the teaching of summary writing becomes an indispensible part of senior high school English teachers’ scheduled work.In view of the above situation,the author attempts to find out a good evaluation strategy to assist the teaching of English writing;to be exact,she intends to define the functions of a multi-assessment strategy in the teaching of summary writing.On the basis of theoretical analysis,the author conducted a three-month empirical study at Fuzhou Foreign Language School by using different evaluation strategies in the experimental class and the control class respectively,aided by questionnaires and tests,aiming to propose feasible and constructive summary writing evaluation strategies for high school English teachers.This thesis tries to answer the following questions:(1).After training,will the students fully understand the assessment criteria for English summary writing and will the accuracy of writing evaluation according to the standard be improved ?(2).Will the multi-assessment strategy help to improve students’ writing ability?(Students’ writing ability is measured according to their writing scores and whether they can carry out self-evaluation and mutual evaluation according to writing standards)(3).Will the multi-assessment strategy influence students’ attitudes towards summary writing?After the teaching experiment,the collected data were processed with SPSS and Excel for analysis and discussions.The results are as follows:1)Students’ ability of self-assessment and peer-assessment in the experimental class is significantly improved compared with that in the controlled class.2)The results of questionnaires show that most students in the experimental class welcome the multi-assessment strategy and believe that the efforts in multiple assessments familiarize them with clear evaluating criteria,which helps set up standards for their own writing,and thus makes the writing process easier.3)The application of multi-assessment strategy to the teaching of English summary writing in senior high school turns out to be very beneficial to students who used to know little about writing assessment criteria,and it does help students to improve their summary writing ability.This study confirms that it is necessary for teachers to set clear evaluation standards for students’ writing practice and familiarize the students with the criteria.It will not only promote the development of students’ summary writing skills,but also facilitate the improvement of their analytical thinking.Hopefully,the effectiveness and feasibility of the application of multi-assessment strategy to the teaching of English summary writing as demonstrated in this experiment will provide constructive teaching implications for senior high school English teachers.