An Action Research On The Application Of Peer Assessment In English Writing Teaching Of Grade Two In Senior High School

Writing skill as an important part of the five basic language skills——listening,speaking,reading,viewing and writing,occupied the significance position in English teaching.As a vital output skill,it not only reflects students’ competence to use language knowledge comprehensively,but also reflects students’ thinking competence and learning competence.With the advancement of teaching reform,traditional writing teaching has revealed many disadvantages.For example,teachers pay insufficient attention to writing teaching,the evaluation method is single and students passively participate in writing learning,the current situation of writing teaching is not optimistic.The English Curriculum Standard For Senior High School(2017 version)put forward the idea that teachers should deal with the relationship between teaching,learning and assessment for the purpose of improving the quality of teaching and learning.Assessment system should give priority to formative assessment,summative assessment is complementary,students are encouraged to participate in self-assessment and peer assessment activities to transfer their role from a recipient to an evaluator.At present,exploring how to apply peer assessment to English writing teaching efficiently has become a topic of wide concern.This study adopted action research,questionnaire and interview to explore the effect of peer assessment in English writing teaching of senior two by answering three research questions.The research questions in this study are respectively:(1)What is the attitude of senior two towards peer assessment?(2)What impact will the peer assessment have on the English writing performance of senior two?(3)What impact will the peer assessment have on the English writing competence of senior two.In this study,the subjects are 52 students in senior two from an ordinary high school in Z City,F Province,and two rounds of action research were conducted in this class.During the study,the researchers collected questionnaire,interviews,writing scores,classroom observation journals,peer assessment form,students’ journals as the data sources for this study.After a semester of research,conclusions obtained are as follows:(1)Senior two generally approbate the peer evaluation.Through questionnaire survey and interview,it was found that senior two generally hold a positive attitude towards peer assessment.When investigating students’ participation attitude and the use of peer assessment,students have a positive attitude towards their evaluation competence and peer’ s,but have a low sense of identity to the evaluator,and are more inclined to be the recipient rather than the evaluator.When investigating the efficiency of peer evaluation,students basically affirm that peer evaluation is helpful to improving writing,which is the most helpful to content and grammar.(2)Peer assessment improves the writing score of senior two.In this study,we collected the writing scores before and after the action research.The paired-samples t-test data showed that the students’ writing scores improved significantly after peer assessment.In addition,according to the statistical analysis of the scores,it was found that students with different writing levels have different achievements,with the middle level students improving the most,followed by the low level students and the high level students the lowest.Therefore,it shows that peer assessment benefits the most to the middle level students.(3)Peer assessment improves the writing competence of senior two.This study collected student journal,interview and peer assessment form as supporting evidence,the statistical analysis found that students writing have different degree of improvement in text structure,logic of content,vocabulary,grammar,cohesion and coherence,but the mastery of text and grammar is lacking,expected to arouse teachers attention in the teaching process.In addition,this study proposes that improving teachers’ accomplishment of assessment,enhance students’ sense of identity with the evaluators,and realize diversification of assessment forms and assessment subjects.Finally,suggestions on future research,the combination of peer assessment with other assessment methods and the application of peer assessment to the cultivation of other language competence such as reading competence and oral competence.