| Composition teaching of primary school is an important part of primary school language teaching,and the evaluation of composition is an integral part of it.However,the current primary school composition teaching attaches importance to the methodological guidance before the composition and neglects the evaluation feedback after the composition,and the assessment of the composition is still in the subordinate position of the composition teaching.In addition,teachers’ daily workload is so heavy that the assessment of their exercises is superficial,and the assessment of daily exercises fails to play a guiding role in teachers’ teaching and students’ learning,resulting in the inconsistency of "teaching-learning-assessment" and students’ lack of a way to improve their level of writing based on the evaluation of the writing.Based on the SOLO Taxonomy,this study uses the literature research method to sort out and analyse the existing literatures on the assessment of writing of the third stage,primary school writing assessment and the SOLO Taxonomy,in order to draw on existing experiences and fill in the gaps in the research.Then a survey and interviews were conducted with some primary school language teachers in a district of Quanzhou City to understand the current situation of primary school composition assessment.In order to provide an in-depth analysis of the problems in the assessment of writing in the third stage,the content of teachers’ assessment of wrting in the third stage was collected and analysed.Through the above,it was found that there are problems with the current assessment of the third stege of wrting: the content of assessment is detached from the learning situation,language is emphasized over thinking,the subject of assessment is unitary,and the guiding role of assessment is neglected.In view of the above problems found in the research study,this study takes the SOLO Taxonomy as the theoretical basis,combines the assessment concepts of the Compulsory Education Language Curriculum Standards(2022 Edition)and edition of primary school Chinese textbooks,starts with the third grade writing,follows the composition requirements,and uses the case study method to design and practice assessment schemes for three different types of writing.For the first time,in order to solve the problems of over-evaluation and evaluation that emphasises words and sentences rather than thinking,the author designed an evaluation scheme based on the example of the writing about people The ‘Comic’ Teacher and evaluated 85 compositions in the schools where I teach.The assessment was consistent with teaching-learning and was approved by the teachers in the school where the author teaches.The author then designed an evaluation scheme for the application essay Learning to Write an Initiative,which was used to re-diagnose and evaluate the essay that had been graded as ’excellent’,making the evaluation more in-depth.In the third exercise,I designed a student version of the assessment scheme for the narrative composition At that moment,I grew up,and after instruction,arranged for students to divide into groups and assess each other’s work against the assessment scheme and revise their own work.This practice not only motivated students to revise their work,but also enabled most of them to revise their work purposefully and improve the quality of their work.In all three practices,the assessment scheme was reflected upon,summarised,adjusted and improved.Through these three practices,the author believes that teachers should improve their professional competence and develop a new concept of assessment.Teachers should assess students’ work according to the deficiencies in their assignments and carry out layered teaching.In addition,the methods of self-evaluation,group evaluation and group evaluation should be increased to give full play to students’ subjective initiative,internalize evaluation standards in evaluation,and improve their self-cognition and management level. |
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