Abstract—Peer assessment is beneficial for improving the issue of poor effectiveness in evaluation and lack of student subjectivity in traditional English writing classes, but there is relatively little research on this feedback model in high school English writing classes. With the publishing of the new curriculum standards, learning ability, and thinking capacity are more emphasized, however, in current high school English classes, they are mostly absent. This article aims to discuss the advantages of peer feedback on writing in achieving subject core goals under the guidance of curriculum standards, explore the relationship of mutual promotion between the two elements, and the potential problems of attitude arbitrariness, unfamiliar operation, and limited evaluating quality when applying peer feedback in high school. Corresponding suggestions are proposed as evaluating routinization, responsibility distribution, group diversification, assessing standards specification, and assessing ways diversification to provide assistance in the application of peer assessment in high school English writing teaching. 
 

Keywords—peer assessment, core competencies, high school English, writing evaluation 

Cite: Jianan Wang, "A Study of Peer Assessment of English Writing  in High School," International Journal of Learning and Teaching, Vol. 10, No. 4, pp. 505-509, 2024.

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