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“Good writing” is a growing pedagogic demand (Ghalib & AK-Hattami, 2015, p. 225). Given that testing for writing quality is to define “good writing”, the measurement of the writing quality is becoming increasingly demanding. In general, forms of testing for English writing quality involve summative and formative assessment. Summative assessment relies mainly on tools such as quizzes, while formative assessment includes homework (after-school tasks), portfolios, or other means. However, influenced by the traditional writing teaching model, teachers pay little attention to the effect of assessment on students’ after-school English writing tasks (Wang & Li, 2022, p. 108).

高中英语教学论文怎么写

Currently, numerous problems exist in the assessment of after-school English writing tasks in middle schools. 1) Teacher-oriented assessment. For a long period of time, assessing after-school writing tasks has been dominated by teachers, which impedes the improvement of students’ independent learning ability. As an important part of assessment, self-assessment not only enables students to reflect on writing, but also constantly motivates them to learn how to learn. 2) Feedback is not specific enough. When teachers give feedback on writing tasks, they focus more on grammatical errors, and ignore other issues like text organization (Xu, 2021, p. 59). Consequently, students are usually given a grade without specific feedback, which may lead students to the conclusion that writing is to consolidate language knowledge. 3) Writing Assessment lacks scoring criteria. The chances are that teachers assess students’ writing performance subjectively if there are no criteria.

1.2 Significance of the Research

The significance of this study can be introduced from the following two aspects: practical significance and theoretical significance.

1.2.1 Practical Significance

Pedagogically, the approach to self-assessment can provide teachers and learners with practical benefits in writing teaching, learning, and assessment in the first place. It helps build teachers’ confidence in the use of rubric-based SA in their own classes because teachers can be exposed to merits and problems of using rubrics as a SA tool in a more concrete way instead of an abstract idea. Additionally, the methods and tools of the study can be adopted by teachers who try to use alternative forms of assessment in after-school English writing tasks.

1.2.2 Theoretical Significance

Theoretically, it provides empirical evidence on the application of rubric-based SA in English writing for middle school students. The majority of studies of rubric-based SA are involved in the context of English as a first language. However, empirical research on this issue in EFL context have not been a lot.

CHAPTER TWO literature review

2.1 Definition of Key Concepts

2.1.1 Rubric

Studies of rubrics have been increasingly popular with educators as a rubric is a tool for self-assessment, but educators tend to define th本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。