An Action Research On Dynamic Assessment In English Writing Teaching In Senior High School

Writing,as a vital output skill,is a comprehensive reflection of students’ language expression ability.Accordingly,English writing has always been the important and challenging part of English teaching.However,the situation of English writing teaching at present is not promising.Most teachers place greater emphasis on the result of students’ writing rather than the writing process,ignoring the cultivation of students’ writing ability.Furthermore,teaching assessment method is also single,always focusing on students’ current writing ability,ignoring the discovery and exploration of students’ potential development ability,which is not conducive to increasing students’ interest in writing and promoting their writing ability.Therefore,it is vital and necessary to improve present English writing teaching and assessment methods.The General Senior High School English Curriculum Standards(2020)emphasizes that the teaching assessment of English courses should reflect the principles of process,development as well as dynamics,and focus on the assessment of students’ development,so as to achieve the purpose of promoting learning and teaching through assessment.In view of this,this study intends to address the following two research issues by implementing dynamic assessment in senior high school English writing teaching:1.What are the effects of dynamic assessment on students’ attitude towards English writing?2.What are the effects of dynamic assessment on students’ ability in English writing?In this study,the researcher conducted two-round action research with 40 students of Grade One in a senior high school in Shenyang.Questionnaires,interviews as well as tests were utilized to collect the data from two rounds of action research.And the data collected in this study was analyzed by SPSS 24.0.The results showed the English writing teaching under the guidance of dynamic assessment had a positive effect on both students’ writing attitude as well as their writing ability.The students not only engaged more actively in class activities,but also realized the improvement in the content,structure and language of writing under the teacher’s purposeful intervention and interaction,and achieved effective learning.