Research On The Application Of Performance Assessment In Teaching Narrative Writing In Middle School

Narrative writing is the main focus of language teaching in compulsory education,and the writing of this genre has an important position in language teaching in junior high school.However,in terms of teaching and learning of narrative writing,there are problems such as teachers’ inappropriate guidance,students’ lack of interest in writing and unclear reasoning.In the context of the gradual shift of the educational assessment paradigm from "assessment for learning" to "assessment for learning","expressive assessment",as a new type of assessment model emphasizing process and contextualization,is a good solution to the problem of narrative writing.As a new evaluation model that emphasizes process and contextualization,"expressive evaluation" provides theoretical ideas and practical paths for solving the problem of narrative writing.Based on this understanding,this thesis focuses on the theme of "the application of expressive assessment in the teaching of narrative writing in junior high school",and starts the research from four aspects: what,why,how and how well.The details are as follows.The first chapter mainly describes the connotation of expressive assessment and its application value in the teaching of narrative writing in junior high school.It discusses the characteristics of expressive evaluation and its feasibility and necessity from two aspects: theoretical basis and realistic requirements,respectively.Chapter 2 is a survey of the current situation.Reveal that teachers and students do not know expressive assessment well enough,and teachers and students need to work together to take targeted steps to address the barriers they encounter.Chapter 3,the focus chapter of this thesis,attempts to construct a procedure about expressive assessment in teaching narrative writing.The procedure begins with identifying expressive goals,setting expressive tasks,and developing and using expressive tools.The first step is to determine the writing objectives through the curriculum standards,test instructions and existing resources;the second step is to sort out the classification and characteristics of expressive tasks,and develop scoring rules for narrative writing afterwards,and to design scoring rules based on the unified textbook,taking the topic of "learning to remember" as an example.The fourth chapter is an action research.Students in the classes taught were used as the subjects of the study,and the specific application process of expressive assessment language was elaborated.The process includes three stages: the pre-preparation of the task,the conduct and the application of the results.The pre-preparation stage of expressive assessment explains the reasons for choosing travelogues as the case study topic,the identification of the research subjects,and the way the study was organized.The activities of the teaching assessment were arranged planning of writing instruction and reflecting well the contextual and practical nature.In the research process,three steps were followed: developing expressive goals,design expressive tasks with grading rules.The study showed that expressive assessment had a significant guiding and facilitating effect on the activity of learning to write travelogues.This activity stimulated students’ interest in writing and improved their aesthetic level and writing performance.