A Study on the Multimodal Dynamic Assessment System in English Writing and Its Effectiveness

Abstract

The establishment of a diversified and dynamically evolving assessment system is crucial for enhancing the efficacy of English writing instruction. As an integral component of the teaching process, composition correction has long involved multiple methods, which, however, are often applied in isolation. This study advocates for the systematic integration of these discrete feedback approaches into a tripartite interactive framework that combines teacher evaluation, student self-assessment, and peer review, emphasizing the system’s dynamic adaptation and continuous feedback throughout various writing stages. The systematic yet flexible deployment of multi-modal evaluation strategies can effectively promote the holistic development of students’ writing competence. Teachers should move beyond singular, static correction models and actively foster bidirectional dialogue between teacher-student and student-student within the evaluation process. Under this framework, diverse methods—such as self-revision, peer exchange review, collaborative group evaluation, immediate in-class teacher feedback, one-on-one conferencing, and post-class written commentary—can be flexibly employed to leverage the distinct advantages of each evaluative pathway, thereby maximizing the effectiveness of every feedback cycle.