The Action Research On The Development And Application Of Rubric For Situational Task Writing In Senior High School Examination

The teaching of writing has long been a bottleneck in language teaching,with problems in its content and assessment,which makes it difficult for language teachers to find the right grip to improve writing teaching.With the ongoing development of the curriculum reform in basic education,the academic assessment paradigm is undergoing a transformation,moving from “assessment of learning”to “assessment for learning”.The development and use of rubrics in writing teaching has gradually come to the attention of front-line teachers and researchers,and the leading role of rubrics in writing teaching has been increasingly emphasized,so the rational development and use of rubrics may become a way to solve the challenges of writing teaching.This study,based on a review of the literature on rubrics and high school situational task writing,attempts to develop rubrics for high school situational task writing,introduce them into the writing classroom and conduct action research to continuously improve the rubrics and enrich the case of "assessment for learning" writing teaching,in order to benefit the teaching of high school situational task writing.This paper adopts an action research approach to the development and use of rubrics for senior high school situational writing tasks.After several rounds of exploration in practice,this study has developed a certain operational rubric for senior high school situational writing tasks,and has constructed a more complete "assessment for learning" teaching model.Specifically,firstly,the literature on situational task writing and marking rubrics is reviewed and analysed to improve the knowledge base for the application of marking rubrics to the teaching of situational task writing,and to develop preliminary marking rubrics.Secondly,the rubric was introduced into the teaching of writing,and the rubric and teaching example were revised in the light of students’ performance.Finally,the rubric was refined in the light of the experts’ comments and put into use again,with the aim of providing some reference for front-line teachers to develop their own rubric for grading and classification and introduce it into their writing teaching.The conclusions drawn from this study include mainly four points: firstly,based on the knowledge points covered by the learning objectives,combined with students’ performance,the development procedures of both top-down and bottom-up rubrics integrated,from which the assessment elements are distilled;secondly,the grade performance should be described around the assessment indicators,and the language should be concise,accurate and objective;thirdly,the rubrics can guide teachers to carry out their teaching practices in an orderly and effective manner;fourthly,the rubrics should lead students to write and evaluate and revise their essays in a targeted manner.There are also some problems and shortcomings in the study,mainly in terms of the limited scope of the research subjects,the need to deepen the theoretical depth of the analysis of the research materials,and the lack of development of participatory rubrics for students.In the face of these problems,The study will be further explored in the future in the following areas: firstly,the description of the evaluation indicators will be further revised;secondly,empirical research will be conducted around the classification of evaluation levels;thirdly,the type of grading and classification rubric needs to be improved.