1992．第7卷（Vol. 7）．pp. 1220
This study investigated the effects of different methods of evaluating Chinese composition on Form 4 students' writing achievement and attitude. A pretest-posttest experimental design was carried out in order to explore whether there was significant difference between the four evaluation methods representing different levels of students' initiative, i.e. teacher detailed evaluation, teacher evaluation by using symbolic codes, peer checklist evaluation and self checklist evaluation.
The subjects were 120 students from three Form 4 classes of an aided secondary school. They were divided into 4 groups, each of which received one of the above mentioned evaluation methods in dealing with their Chinese composition. The experiment lasted for six months. The result indicated that the students from the peer checklist evaluation group showed better performance in rewriting initiative, writing attitude and retention rate of editing. From interviews, it was found that the student generally held a positive and accepted attitude toward peer checklist evaluation.