An Experimental Study On The Effect Of Interventionist Dynamic Accuracy

National English Curriculum Criteria for Senior High School(2017 edition)points out that writing assessment has a profound impact on English writing teaching in senior high school.It also requires teachers to use diversified assessment methods to stimulate students’interest in writing and improve their English writing levels.Most of the writing assessment methods used in high school at present are summative assessment and formative assessment.The former ignores the writing process and the latter can’t predict students’potential in future development.Interventionist Dynamic Assessment combines teaching,learning and assessment,emphasizes interaction and intervention,and focuses on the development of individual potential.It constantly explores students’ ZPD,so that they can develop in the long run.Focusing on lexical accuracy,grammatical accuracy and discourse accuracy,this study adopts the Interventionist Dynamic Assessment model of foreign language writing teaching which integrates teaching,learning and assessment and aims to explore the impact of Interventionist Dynamic Assessment on the accuracy of high school English writing.The research questions include:1.What effects does Interventionist Dynamic Assessment have on the lexical accuracy of senior high school students’English writing?2.What effects does Interventionist Dynamic Assessment have on the grammatical accuracy of senior high school students’English writing?3.What effects does Interventionist Dynamic Assessment have on the discourse accuracy of senior high school students’English writing?In order to answer these questions,both quantitative and qualitative methods are adopted in this study.45 students in the experimental class and 45 students in the control class are selected as the subjects to participate in an empirical study.In the experiment,Interventionist Dynamic Assessment model is used in the experimental class,while the product-oriented approach is used in the control class.The writing text is analyzed in terms of lexical accuracy,grammatical accuracy and discourse accuracy.The changes of three kinds of accuracy can be seen from the error rate per 100 words proposed by Kepner,which means the higher the writing accuracy is,the lower the error rate will be.After the experiment,three kinds of error rates in the students’compositions in the pre-test and post-test are put into Excel and SPSS 26.0 for data analysis.In addition,five students from the experimental class are chosen to be interviewed.Through the analyses of quantitative and qualitative data,this study draws the following conclusions:First of all,Interventionist Dynamic Assessment can improve the lexical accuracy of senior high school students’English writing.By means of continuous learning and applying in writing,students’vocabularies can be enlarged.Finally students’lexical errors have been reduced.Secondly,Interventionist Dynamic Assessment can effectively improve the grammatical accuracy of senior high school students’ English writing.Through the combination of teacher feedback and peer feedback,Interventionist Dynamic Assessment enables students to gradually discover errors,correct errors and learn grammar knowledge in depth,thus it can significantly reduce grammar errors.Thirdly,Interventionist Dynamic Assessment has a positive impact on the discourse accuracy of senior high school students’ English writing.Interventionist Dynamic Assessment can arouse students’ attention to find cohesion errors in the discourse.Students have learned cohesive devices which effectively reduce discourse errors.Finally,it is concluded that the Interventionist Dynamic Assessment is effective in improving the accuracy of high school students’ English writing.The last chapter of this thesis includes some implications for the teaching of English writing,a few shortcomings of the research,and several useful suggestions for future research.