本实验试图验证同伴评价同教师评价的整合---双重评价---在高三英语写作课堂上是一种有效的评价模式。同时，该实验调查了高中学生对于同伴评价和教师评价的看法。实验也证实了同伴评价在提高高中生的英语写作能力上有很强的效果。本实验研究是前后测对比实验研究，为期一年。被试是88名来自于北京两个高三理科班的学生。实验在时间和写作材料上做了严格的控制，确保变量的唯一性---评价方式。教师在对比班中采用单一的教师评价，而在实验班中采用了教师与同伴评价的整合后模式---双重评价。在实验进行过程中，教师在两个班中分别采样了三次写作成绩。严格评分后，教师用SPSS中的t-test和repeated measure两种方式来分析并比较了这三次成绩。 另外，教师通过问卷的形式来调查学生对于同伴评价、教师评价和双重评价模式的看法。实验结果表明：同对比班相比，实验班的学生因为采用了双重评价的方法在写作成绩上有更大的进步，尤其是在写作内容和写作表达两个方面明显好于对比班。同时，问卷的分析结果表明实验班的同学对于同伴评价的方式持肯定的态度。通过实验，学生们对英文写作产生了的兴趣、建立了写作的信心。他们喜欢评价同学的作文也欢迎来自于同学们的评价。他们认为双重评价的方式不仅使他们更加主动地参与写作，而且增加了他们彼此相互间学习的机会。问卷也表明同学们非常肯定教师评价的作用，认为教师评价给予他们很大的帮助。 希望该实验的研究结果能够为同伴评价和教师评价的整合研究提供一定的帮助和启示。

This school-year-long experimental study examines whether peer review can be effective when incorporated into Chinese senior high schools by means of mixed revision, and to explore student perceptions of peer and teacher review. The influence of peer review on EFL compositions is also investigated. The study used pre- and post-test comparative design. The subjects were 88 third-year senior high school students from two science classes in Beijing. Within the constraints of scheduled class time and assigned writing tasks, the two classes were provided with the same learning environment in their writing classes except for one variable – different ways of review. Pure teacher review was carried out in the control class, while mixed revision was used in the experimental class. Three writing tests were given to each class and later marked accurately. A comparison in t-test scores and repeated measure scores was made between the two classes. Also, questionnaires were conducted in the experimental class to elicit subject perceptions of peer review and teacher review.The findings of the study are as follows. Compared with the control class, students in the experimental class using mixed revision showed more improvement in their writing ability, especially in content and expression. Most of the subjects reacted positively to peer review. They built up great interest and confidence in English composition. They enjoyed the process of giving and receiving peer reviews. Also, they believed that a peer-review process promoted their learning autonomy and extended the range of learning resources. At the same time, they accepted that teacher review also improved their writing techniques significantly. The findings of this study have some pedagogical implications and give rise to suggestions for the use of mixed revision in EFL teaching. Some insights are offered to writing teachers as to how peer review can be combined with teacher feedback in high school writing classes.