A Study On The Application Of Dynamic Assessment To English Writing Teaching In Senior High School

For a long time,English writing teaching in senior secondary schools has mostly been based on summative test assessment criteria,with the essays submitted by students as the corrected text.However,this assessment method presents a single content and over-emphasizes the results,ignoring the learning process of writing,which is not conducive to promoting the development of students’ English writing skills.Dynamic assessment theory emphasises the integration of teaching and assessment,and interactive communication between teachers and learners to explore and stimulate students’ learning potential and effectively improve students’ English writing skills.There are two models of dynamic assessment,interactive assessment and intervention assessment（Lantolf ＆ Poehner,2004）.In this paper,the authors adopt a combination of interactive dynamic assessment and intervention dynamic assessment to conduct the experiment.Based on Vygotsky’s socio-cultural theory and Feuerstein’s theory of structural cognitive variability,this paper explores the application of dynamic assessment in the process of English writing with reference to the latest achievements in evaluation theory at home and abroad.It also adopts the pre-test-dynamic intervention-post-test model of classroom writing based on dynamic assessment constructed by domestic scholars to conduct an empirical study and investigate the following two questions:First,What are the effects of dynamic assessment on students’ English writing attitude?Secondly,What are the effects of dynamic assessment on students’ English writing scores?In this study,87 students from a high school in Xinjiang were selected for the study,and questionnaires,tests and interviews were used to conduct the experimental study and the following conclusions were drawn: firstly,students’ English writing performance was effectively improved through the application of dynamic assessment;secondly,most of the students were satisfied with the assessment-based English writing teaching,and became more positive and showed great confidence and interest in English writing.Based on the experimental process and related findings,this paper draws the following teaching and assessment insights: teachers should make some changes to the current traditional writing assessment methods,which can combine dynamic assessment with other assessments.Teachers should focus on increasing students’ confidence and interest in writing and encourage more interaction among students.Intervene and help students in real time according to the problems they have in the writing process.