An Experimental Study Of The Impact Of Multi-subject Evaluation On Students’ Language Accuracy Of English Writing Teaching In Senior High School

In 2017,the English Curriculum Standards of the Ministry of Education(2017 edition)put forward a suggestion encouraging students to actively carry out self-assessment and mutual evaluation activities helping them transform from recipient of evaluation to active participants in evaluation activities.However,a single subject evaluation,teacher evaluation,is still the preferred way in most English writing assessment,which makes students in a passive state in English writing evaluation.Besides it is difficult for high school students to improve their interest of English writing on this way.Therefore,for seek a more efficient evaluation model of English writing,the researcher try to use multi-subject evaluation method,a writing evaluation model that combines students’ self-evaluation,peer evaluation and teacher evaluation,focusing on language accuracy in senior high school English writing teaching,exploring the effectiveness of multisubject evaluation and feasibility.Based on the theory of Constructivism,the Noticing Hypothesis and Process Writing model,this study selected the second-year students of the M high school in Xinjiang as subjects,in the control class there are 46 students while in the experimental class there are 47 students.The methods of experimental,text analysis,questionnaire survey and interview are used to study the impact of multi-subject evaluation on improving the accuracy of student language in senior high school English writing teaching so that feasibility and effectiveness of multi-subject evaluation can be verified.This study specifically contains the following three questions:(1)What is the impact of multi-subject evaluation on the accuracy of all English learners’ writing language? There are four sub-questions for it.How does multi-subject evaluation affect the overall accuracy,lexical accuracy,grammatical accuracy and discourse coherence accuracy of the subject?(2)What is the influence of multiple-subjects evaluation on the language accuracy of English learners at different levels in writing? This question also discusses from the perspective of overall language accuracy,lexical accuracy,grammatical accuracy and discourse coherence accuracy.(3)How do students view the effectiveness of multiple-subject assessment ?The research finding:(1)The multi-subject evaluation has a positive impact on the language accuracy of high school English learners.First,The score about the overall language accuracy,vocabulary accuracy,grammar accuracy and discourse coherence accuracy in the experimental group are significantly improved according to the results between the pre-test and post-test.Secondly,basing on the results between experimental group and the control group in the pre-test and post-test,it is found that the groups is comparable in pre-test on these level of language accuracy.But after the experiment,the score of the experimental group is better than the control group in terms of overall language accuracy,vocabulary accuracy,grammar accuracy and discourse coherence accuracy all making a significant progress.(2)Multisubject evaluation can improve the level of English writing on the language accuracy for student who are in different different levels,but there are also some difference impact on them.Specifically,on the overall language accuracy and vocabulary accuracy,the improvement of middle-level and low-level students is better than that of high-level students.In the aspect of grammatical accuracy,the improvement of intermediate level is the most obvious,followed by the high-level students,and finally the low-level students.While high-level students have a greater improvement on discourse coherence.(3)In general,the students in the high levels,middle levels and low levels all recognize the effectiveness of multiple-subjects evaluation including its value on the improvement of language accuracy.However,the reasons that the students appreciate multi-subject evaluation at different English levels are distinguishing.Specifically,low and middle level students have a higher impression on self-evaluation and mutual evaluation,because selfevaluation and mutual evaluation is greatly beneficial for the identification and correction of vocabulary and grammar errors.But high-level students have a higher favor in teachers evaluation,especially when dealing with some problems about complex grammar and discourse coherence,therefore,high-level students are more inclined to the guidance of teachers.There are three implications for multi-subject evaluation :(1)Teachers should try to apply multisubject evaluation to English writing teaching in senior high school.(2)Teachers should focus on the needs of students of different levels to flexibly design and implement multi-subject evaluation.(3)The implement of the multi-subject evaluation depends on effective combination model in that students are regarded as main participants and teachers the assistant in writing.