| In recent two years,the continuation task has been incorporated into the English College Entrance Examination in Chongqing as a writing type,which raises the standards for students’ writing abilities.However,teachers still utilize the teacher-centered evaluation in the continuation task,which is not suitable,because it may does not contribute to promoting students’ writing enthusiasm.The General High School English Curriculum Standards(2017 Edition,revised in 2020)indicates that it is essential to establish a diversified evaluation system,including students’ self-assessment.Therefore,it would be good to use self-assessment in the continuation task.An open question can be assessed using SOLO taxonomy theory in a flexible and accurate manner,while the continuation task is a type of writing task that encourages openness.Therefore,it is feasible to apply this theory to the evaluation process of the continuation task.The SOLO taxonomy theory states that the SOLO level of a student can be determined based on their learning outcomes.Additionally,given that students differ in their writing capabilities,it is necessary to develop self-assessment rubrics according to different levels of writing proficiency rather than establishing a common set of assessment standards for all students.Accordingly,the different self-assessment rubrics are constructed for students in different SOLO levels combined with the SOLO taxonomy theory with the self-assessment.This research aims to apply the self-assessment derived from SOLO taxonomy theory to high school students’ continuation task and to examine the impact on students’ writing proficiency and the changes in attitudes toward the continuation task and selfassessment after this experiment.Therefore,this research is to discuss the following four questions: 1.What impact does applying self-assessment based on SOLO taxonomy theory have on students’ attitudes toward continuation task? 2.What impact does applying self-assessment based on SOLO taxonomy theory have on students’ attitudes toward selfassessment? 3.To what extent does self-assessment based on SOLO taxonomy theory in continuation task affect students’ writing proficiency? 4.Which sub-dimension of writing has been significantly improved after the application of self-assessment based on SOLO taxonomy in continuation task? This research took high school students in Chongqing as the research participants.The research procedure was divided into three stages.The first stage of the experiment involved acquiring experimental data about students’ attitudes toward continuation task and self-assessment,SOLO levels,and continuation task writing scores via questionnaires and tests.Second,the experimental class took the selfassessment training for nearly three months.The final stage was that questionnaires,tests,and interviews were used to observe changes in student attitudes toward continuation task and self-assessment,SOLO levels,and the students’ writing scores on continuation task.SPSS 23.0 was used to analyze the research data collected throughout the research process.The major findings are as follows.First,this research shows that the selfassessment based on the SOLO taxonomy theory can increase students’ enthusiasm and confidence in the continuation task.Students report feeling more relaxed and happier when completing the continuation task.Second,students are more familiar with the selfassessment process and have greater confidence.Third,the student’s writing proficiency has significantly improved after the self-assessment based on the SOLO taxonomy theory is applied.Last,students improve their writing proficiency in the following dimensions:content,organizational structure,and grammar.However,no significant improvement is observed in vocabulary.In conclusion,the research indicates that self-assessment based on SOLO taxonomy theory can be used to evaluate the continuation task in high school to assist students in assessing and revising their writing. |
