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earning performance.It provides with writing activities, the checklist and portfolio assessment etc. Students’ studyshould not be only judged by examinations, and it should be judged by a series of means in awhole process. So the problems can be found by the teachers to put forwards their learning.Peer assessment is one of the means to achieve the purpose. Through revising others’ writingsand collecting own writings revised by peers, students can survey the results and self-reflectedsufficiently, thus increasing independence and confidence. Moreover, it can assess studentsfrom all aspects not only the final scores, so this advantage is rather better than traditionalassessment.
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2 Literature Review

2.1 Learning Autonomy and Writing Autonomy
Learning autonomy was first introduced in the late1960s in Europe in the term ofresponse to political turmoil. Holec first introduced the autonomy study into the field offoreign language teaching. From then, many researchers began to make researches on learningautonomy from different perspectives and views. Autonomy is defined as “the ability to take charge of one’s own learning” and “to takecharge of one’s own learning is to have and hold the responsibility for all the decisionsconcerning all aspects of learning.” (Holec1981:3) So learning autonomy is the ability tomake decisions successively in the learning process. Though Holec defined the learningautonomy in technical terms, it illuminated a cognitive view on efficient self-management andself-learning.Autonomy is a “situation in which the learner is totally responsible for all of thedecisions concerned with his (or her) learning and the implementation of those decisions”,“complete responsibility for one’s learning, carried out without the involvement of a teacheror pedagogic materials.”(Dickinson 1987). He also proposed it is a kind of attitudes tolearning where the learners are prepared to take responsibility for their learning.Learners’ responsibility for their learning is the significant part of autonomy, whichdepends on the motivation and confidence to take charge of the decision they made.(Littlewood 1995)Pintrich proposes that the process of autonomy learning is active and constructive inwhich learners are able to set goals, monitor self-behavior, and regulate the strategy, and so on.Autonomous learning activities play an important role in their individuals’ accomplishments( Pang Weiguo 2003).
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2.2 Studies on Peer Assessment
Peer assessment is an innovative concept in both processing writing theory and a kind offormative assessment in diverse assessment system. It contains formative feedback (peerfeedback) and summative marking. To some extent, it is considered as a sort of classroomactivities. Formative assessment is a new mode of assessments in evaluating learners’ behaviorsand learning proficiency in classroom, which differs from traditional assessment. It can bealso called classroom evaluation. Scriven first proposed the concept of formative assessmentin 1967. With formative assessment, both teachers and students can acquire information ofwhat is going on in the learning process from which their performance can be supervised,controlled, and modified to improve effects of learning and teaching.With formative assessment, learners can get feedback and information from differentassessors to le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。