An Experimental Study On The Basis Of Teacher-Student Collaborative Assessment In Improving Oral English Proficiency Of Vocational School Students

Oral English has been paid more and more attention in the teaching process,but in vocational schools,the English levels of the students are uneven.Because of lacking of effective assessment,it is not easy for students to improve oral English proficiency.Therefore,it is important to evaluate the students’ oral English productions to promote the learning effect.However,the current teacher assessment method cannot meet the teaching needs.Teacher-student collaborative assessment(TSCA)was put forward by Wen Qiufang(2016),which is mainly to solve the problem that there are many tasks in teaching practice,and to realize effective assessment of students’ spoken or written productions.Teacher-student collaborative assessment mainly covers three stages: pre-class,in-class and after-class and it combines teacher assessment,student assessment together and assisted with machine assessment.This study applies teacher-student collaborative assessment in oral English class of vocational school,to explore the practical effect and value of teacher-student collaborative assessment in oral English teaching in vocational schools.Based on this,the following three questions are proposed: 1.Can the teacher-student collaborative assessment method promote the oral English proficiency of vocational students? 2.Is the teacher-student collaborative assessment method better than the current teacher assessment method? 3.What is the students’ attitude towards the teacher-student collaborative assessment method?The participants selected in this study are students from two parallel classes in Shantou Chaonan Vocational and Technical School.Class 1 is set as the experimental class(EC)and class 2 is the control class(CC).There are 36 students in each class.The experiment lasted for fourteen weeks.Before the experiment,the oral English test of PETS Level I was selected,and four English teachers in Grade one conducted the test on two classes and graded according to the relevant marking criteria.A questionnaire was also done in two classes to understand students’ current English learning situations and attitudes towards assessment.During the experiment,two classes were taught by the author,the experimental class adopted the teacher-student collaborative assessment,using the assessment criteria on the basis of oral English requirements from the English curriculum standards for vocational schools(2009)and oral English standard of PETS Level I;while the control class adopted the teacher assessment,that is teacher doing the assessment on students’ oral English productions.After the experiment,students were required to do a posttest to examine the effect of two assessment methods and questionnaire was done in the experimental class to see if there are any changes in their choices.In the meantime,some of the students in the experimental class were asked to do an interview in order to understand their attitudes towards teacher-student collaborative assessment method.This study used the quantitative and qualitative methods to collect data.Before the experiment,the result of pretest indicates that there is no significant difference between two classes.From the results of the posttest,it is shown that the teacher-student collaborative assessment method can promote the students’ oral English proficiency.Compared with the teacher assessment,the teacher-student collaborative assessment improved the assessment effect and the average post-test score of the experimental class is 3.14 on a 5-point test and the average score in the control class is 2.44,which indicates that oral English proficiency of students in experimental class were more significantly improved than that in the control class after the experiment.Most students prefer this assessment model,in the class the interaction between teachers and interaction between teachers and students were enhanced,and their English learning interest and proficiency were enhanced as well.The assessment model applied in this study highlighted students’ initiative in class,and in the meantime put forward higher requirements for teachers.Teachers should make full use of assessment methods to promote students’ learning effect in teaching.