A Survey On The Application Of Peer Review In Senior High School English Practical Writing

The English Curriculum Standards for Senior High Schools(revised in 2020)suggests that a student-centered curriculum assessment system should be implemented to promote students’ comprehensive,healthy and personalized learning.The assessment should adopt a multi-layer evaluation method combining formative assessment and summative assessment,and attach importance to the role of assessment in promoting learning.The Reading and writing part of the High school English textbook published by People ’s Education Press in 2019 has a special peer review section(Exchange drafts with a partner.Use the checklist to give feedback on your partner’s draft)).By analyzing the writings in English test papers of National College Entrance Examinations from 2013 to 2022,it is found that 15 of the 20 writings are practical writing,accounting for 75 %.In this study,150 students and 6 teachers from Grade one to Grade three of Foreign Language Senior High School in Yichang city were investigated.Questionnaires and interviews were used to know the implementation of peer review in English practical writing teaching in senior high schools,and some teaching suggestions were put forward based on the problems found in the survey.The following three research questions are discussed in detail: How is peer review implemented in the teaching of English practical writing in senior high schools? What effect does its implementation have? What are the possible problems to be solved in current peer review?Through the investigation,we have the following results: 1.At present,the implementation of peer review in senior high schools English practical writing teaching is mainly based on the students ’ completion of the first draft.Then students learn the assessment criteria and begin intra-group peer review or intra-group discussion.After revising again,they finally submitted to the teacher for feedback.The frequency of peer review is generally about two months.2.The current implementation effect of peer review is generally positive and effective.The survey found that more than half of the students like peer review.They believe that peer review is of great significance in improving their English practical writing vocabulary,sentence patterns,grammar,article structure and writing norms,and to a certain extent,it can improve students ’writing enthusiasm and interest.3.The problems of peer review mainly include: lack of training before peer review,monotonous grouping forms,and unreasonable evaluation quality.Based on the above investigation,the author puts forward some teaching suggestions,such as strengthening the training before peer review,diversified grouping forms,and classifying and refining the assessment criteria,hoping to provide some reference and help for senior high English teachers and further improve the effect of peer review.