The Role of Peer Assessment and Optimization Pathways in High School Continuation Writing Instruction

Huan Zeng

doi:10.63313/ESW.9054

Authors

Huan Zeng School of Foreign Languages, China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/ESW.9054

Keywords:

Peer Assessment, Continuation Writing, the Mechanism of Effect, the Optimization Pathways

Abstract

In the contemporary landscape of high-school English education, the dominant mode of assessment remains teacher-centered evaluation, with a conspicuous absence of peer evaluation，which is an important form of multiple evaluation. However, with the implementation of the new college entrance examination reform and the new English curriculum standards, continuation writing has be-come the focus of high-school English teaching. The new curriculum standards strongly advocate the construction of a multiple evaluation system. Against this backdrop, after combing through the research status of peer evaluation and con-tinuation writing, it is found that there is a scarcity of relevant research on peer evaluation in the field of continuation writing teaching. This gap in research highlights the need for a more in-depth exploration of how peer evaluation can be effectively integrated into high-school continuation writing construction. As a result, the paper intends to dig into the role of peer assessment in senior high school continuation writing instruction, which includes providing rich feed-back, stimulating learning motivation, fostering critical thinking, and promot-ing knowledge construction. Furthermore, this paper proposes four optimiza-tion pathways, namely clarifying scoring criteria, conducting feedback training, implementing dynamic group management, and integrating teacher assessment, with an eye to enhancing teaching effectiveness.

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