本文是一篇英语毕业论文，本文采用了英语写作测试和调查问卷两种研究工具进行数据的采集与分析，分析结果表明：1.与常见的教师评价相比，多元评价方式对高中生英语写作水平有显著影响，尤其在内容和语言方面。
Chapter One Introduction
1.1 Research Background
To begin with,teaching evaluation has been the focus of both domestic andinternational educational circles.Evaluation methods are undoubtedly an importantpart of English writing teaching,which have a direct influence on students’writingproficiency and core competencies to be cultivated in the English subject,thus havingattracted widespread attention from educational circles at home and abroad.Inaddition,it should be noted that the field of international teaching has undergone rapidreforms,resulting in a shift in focus from outcome-based evaluation to process-basedevaluation.This has led to an advocacy for strengthening process-oriented evaluationor formative evaluation on the basis of traditional result-oriented evaluation orsummative evaluation.Moreover,both The National English Curriculum Standardsfor Senior High School(2017 Edition)revised by the Ministry of Education in 2020and The National English Curriculum Standards for Compulsory Education(2022Edition)revised by the Ministry of Education in 2022 emphasize the importance ofincorporating students’motivation and subjectivity in English teaching evaluation,with the aim of inspiring active participation and cooperation among students,peers,and teachers in order to achieve a diverse range of evaluation methods and aharmonious combination of outcomes and the learning process.
1.2 Research Purposes and Research Questions
In actual teaching,a relatively new way of composition evaluation,multipleevaluation,has started to emerge in China to improve the regular way of Englishwriting evaluation to meet the requirements of the new curriculum.However,most ofthe studies on multiple evaluation at home and abroad have chosen college students asthe research objects and fewer studies have chosen middle school students as theobjects,and they have not examined the application of multiple evaluation in theEnglish writing of students at various levels.Therefore,to explore the correlationbetween multiple evaluation and English writing proficiency,and to offer educatorsinsights and suggestions for enhancing students’writing proficiency and refining thecurrent educational climate,this study sets out to examine the effects of multipleevaluation on senior high school students’English writing proficiency.By conductingan experimental investigation,the research primarily aims to investigate two aspects:how multiple evaluation affects senior high school students’English writingproficiency and how the effects of multiple evaluation vary among senior high schoolstudents at different levels of writing proficiency.
Thus,this study aims at addressing the following two research questions.
First,what aspects does multiple evaluation have effects on senior high schoolstudents’English writing proficiency?
Second,what are the different effects of multiple evaluation on the Englishwriting proficiency of senior high school students at various levels?
Chapter Two Literature Review
2.1 Multiple Evaluation and Its Theoretical Foundation
Multiple evaluation,the most important term in this thesis,is describedcomprehensively in this section from two aspects:the definitions and characteristicsand the theoretical foundation.
2.1.1 Definitions and characteristics of multiple evaluation
Since the 1960s,there has been a global trend toward curricular and teachingreform.Teaching evaluation has shifted from result-oriented evaluation toprocess-oriented evaluation.Compared with the traditional single static evaluationmethod which disregards students’learning process and initiative,process-orientedmultiple evaluation has far-reaching significance for students’development(Yi,1999:10-12).The origin of multiple evaluation can be traced back to the theory of multipleintelligences,proposed by American psychologist Gardner in 1983.In his bookFrames of Mind:the Theory of Multiple Intelligences,he held that human beings haveat least seven different ways of knowing the world intellectually,namely verbalintelligence,mathematical-logical intelligence,visual-spatial intelligence,body-motorintelligence,musical intelligence,interpersonal intelligence,and ego intelligence(Gardner,1983:131).This theory provides important insights for teaching evaluation,showing that different people may excel at learning in various intellectual ways.
2.2 Previous Studies on Multiple Evaluation in English Teaching
Previous studies have shown that the research on the effects of evaluation onEnglish writing proficiency mainly centers around the effects of a single evaluationmethod on students’English writing proficiency and the comparison of the effects ofdifferent evaluation methods on students’English writing proficiency.To explore amore effective writing evaluation mode,a growing number of scholars have embarkedon combining multiple evaluation and English teaching.Their research topics mainlyfocus on the application of multiple evaluation to classroom English teaching toexplore its importance,its effects on students’English,and students’attitudes towardsmultiple evaluation.
2.2.1 Importance of multiple evaluation
The studies on the importance of multiple evaluation can be traced back to the1960s.Some of them study multiple evaluation from a theoretical perspective.Frederick(1967)first coined the concept of educational evaluation.In the same year,Scriven(1967:8-12)elaborated on conceptual differences between formativeevaluation and summative evaluation,emphasizing that they are different in two ways:the purpose and the method of collecting information.In his eyes,to achieve andexamine the effectiveness of the curriculum and guide the school to design a bettercurriculum,adopting multiple evaluation was a must.Subsequently,theimplementation of multiple evaluation in education was made a breakthrough,and thegoal-oriented teaching evaluation,emphasizing cultivating students’personal abilities,was put forward(Bloom,1972:68;William,2006:283-289).
Chapter Three Methodology ..................................... 23
3.1 Research Participants ............................. 23
3.2 Research Method ....................................... 24
3.3 Instruments .................................. 25
Chapter Four Results and Discussions .............................. 34
4.1 Results .................................. 34
4.1.1 Results of English writing tests ......................... 34
4.1.2 Results of the interview ........................................... 48
Chapter Five Conclusion ............................ 58
5.1 Major Findings ..................................... 58
5.2 Pedagogical Implications .................................... 59
Chapter Four Results and Discussions
4.1 Results
In this study,to investigate how multiple evaluation affects students’Englishwriting proficiency,such instruments as English writing tests and interview areemployed for data collection and data analysis,and the results are presented in thesections below.
4.1.1 Results of English writing tests
(1)Results of writing scores
In response to the first research question,the English scores of students’HighSchool Entrance Examination and the writing scores from both the pre-test andpost-test are collected.The writing test statistics are entered and calculated throughSPSS26.0.The mean,standard deviation,t-value,and significance throughindependent samples t-test and paired samples t-test are used to examine the effects ofthe application of multiple evaluation to English writing teaching on senior highschool students’English writing proficiency.
Prior to the experiment,to ensure that the English level and English writingproficiency of the students in the experimental class(Class 15)and the control class(Class 10)are at the same level,the English scores on the Senior High School Entrance Examination and English writing pre-test scores of the students in a seniorhigh school in Heyuan City are tailed,which are analyzed using descriptive statisticsand independent samples t-test for data analysis,and the results are shown in Tables4.1 and 4.2,respectively.
Chapter Five Conclusion
5.1 Major Findings
The present study investigates in what aspects multiple evaluation has effects onsenior high school students’English writing proficiency and what the different effectsof multiple evaluation are on the English writing proficiency of senior high schoolstudents at various levels.Based on the above experiment and data analysis,the majorfindings are presented as follows.
First and foremost,based on the review of previous literature,the analysis ofdata,and the interview,it can be concluded that multiple evaluation can significantlyimprove senior high school students’English writing proficiency,especially in writingcontent and language.The effect of improving students’writing structure iscomparable to that of common teacher evaluation.There is no significant differencebetween the English writing scores of the experimental class and the control classbefore the experiment.However,after the experiment,there is a significant differencebetween the scores of the two classes;the comparison and analysis of the content,language,and structure scores of students’compositions in the experimental class andthe control class in the pre-test and post test reveal that the mean scores of content andlanguage in the experimental class increase more than those of the control class.Theincrease is larger and there is a significant difference.According to the results of theexperiment and interview,multiple evaluation attaches importance to the students’main position in English writing learning and give the evaluation right to students.The characteristics of the multiple evaluation are conducive to correcting theshortcomings of the current English writing evaluation for high school students.
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