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本文是一篇高中英语论文，《高中英语课程标准》（2020年修订）强调，评估应发挥促进学生不断感知自己的进步和成功、认识自己、建立自信和调整学习策略的作用，以促进其英语核心能力的全面发展（2020:81）。在写作教学评估中，教师有必要关注学生的全面发展。

Chapter One Introduction

1.1 Background of the Research

English writing,as one of the four important language skills,plays a vital role inEnglish learning which can reflect the learners’mastery of language knowledge andthe application of language ability.Teaching Assessment is a considerable part ofteaching for it is able to diagnose teacher’s teaching and students’learning.In Englishteaching,in order to improve students’writing,it is extremely critical for teachers toimprove their Assessment method in the writing teaching class.

The following section is going to illustrate the current situation of Englishwriting and English writing assessment in senior high schools.

1.1.1 Current situation of English writing in senior high schools

In the National College Entrance Examination,writing is an essential part whosescores occupy about 16%of the total,for it is capable to veritably and directly reflectthe language ability of learners.Writing not only can reflect learners’language ability,but also their thinking ability(Li,2014),and learners’critical thinking and cognitiveability also can be well developed in the process of writing(Mitchell,2020).
The English Curriculum Standard for Senior High Schools(revised in 2020)stresses the significance of English core literacy,including language ability,culturalawareness,thinking ability and learning ability,among which language ability refersto learners’ability of understanding and expressing.And writing is an important wayto cultivate learners’language ability.However,writing is often considered as themost difficult part of all language skills(Zhang&Guo,2012).

1.2 Purpose of the Research

Up to now,many domestic scholars have explored the application of DA toEnglish writing classes in middle schools,and it has been verified that DA canpromote learners’writing achievement(Chen,2020;Ma,2018;Wang,2019).However,there are few studies that combine DA with other variables to explore DAmore deeply.Furthermore,it has been testified that writing self-efficacy,amotivational variable,has a positive impact on learners’writing performance(Bruning et al,2013;Pajares,2003;Sun,Wang,Richard&Liu,2021;Teng,Sun&Xu,2018).Self-efficacy provides a particular perspective for exploring individualself-recognition and developmental rules,and it is a pilot to study the mechanism andeffects of DA(Jia,Yang&Zhang,2022).

Thus,this study combines DA with writing self-efficacy,to explore the effects ofDA on the writing self-efficacy of senior high school students.On the basis of theprevious studies,this study aims to construct a DA model applied to English writingclass in senior high schools,and verify that whether DA can improve the Englishwriting self-efficacy of senior high school students.It is expected to explore a feasiblemodel of writing assessment in senior high school classes and provide some usefulsuggestions for teachers to improve their writing assessment,so as to make good useof the developmental function of assessment for teachers’teaching and students’learning.

Chapter Two Literature Review

2.1 Previous Studies on Dynamic Assessment

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