The Application Of Teacher-student Collaborative Assessment In Senior High School English Narrative Writing Teaching

The Criteria for High School English Curriculum(2017)puts forward higher requirements for senior high school students' English narrative writing competence,clearly indicating that students should be able to master the basic structure of the narrative and continue to write the discourse they read.In recent years,more and more provinces have begun to include continuation writing into the National College Entrance Examination,and pay more attention to the cultivation of students' reading-to-write competence.Narrative,as an important carrier of continuation writing,should be widely concerned by senior high school English teachers.It is well known that assessment is an indispensable part of English writing teaching.However,the current English writing assessment model in senior high school is still dominated by the single teacher assessment,and most English teachers are puzzled in how to effectively evaluate students' compositions,especially at a time when the emergence of continuation writing brings more pressure and challenges to them.To solve the dilemma of high input and low efficiency in English writing assessment,Professor Wen Qiufang proposed the model of “teacher–student collaborative assessment(TSCA)” in 2016,a new method of assessment to organize and balance teacher assessment and other types of assessments.At present,some scholars have proved the effectiveness of TSCA in college English teaching,but little attention has been paid to its application in senior high school English teaching.Thus,this thesis tries to apply TSCA to senior high school English narrative writing teaching.The researcher conducts a 14-week teaching application study to answer the following two questions:(1)How do teachers apply teacher–student collaborative assessment to senior high school English narrative writing teaching?(2)Can teacher–student collaborative assessment improve senior high school students' English narrative writing competence? If so,what aspects are more obviously improved?This thesis defines English narrative writing competence as students' mastery of writing content,vocabulary,grammar,structure and the appropriateness of language.Two parallel classes in Senior Two of The High School Attached to Shandong Normal University are chosenas the research participants in this research.Based on the production-oriented approach,process approach and scaffolding theory,the researcher applies TSCA to senior high school English narrative writing teaching.The research instruments of this experiment are questionnaires,tests,interview and portfolios.Before the experiment,the same pre-questionnaire and pre-test were carried out in the two classes,besides,an TSCA training was implemented in EC.During the experiment,the researcher applied five rounds of TSCA in EC based on the five aspects of students' English narrative writing competence mentioned above and the content of PEP Senior English Book 5,while the traditional teacher assessment was adopted in CC.After the experiment,the same post-questionnaire and post-test were conducted in the two classes,and six students in EC were chosen randomly to be interviewed by the researcher.Afterwards,the researcher analyzed the collected data with the SPSS 21.0 statistical software,further discussed the effectiveness of the research and gave the following main findings:Firstly,the implementation process of TSCA also includes three phases of “pre-class preparation stage,in-class implementation stage and after-class consolidation stage”,and each round of TSCA focuses on different assessment focus.The results of the questionnaires and the interview indicate that this assessment method is unanimously accepted by the students.Secondly,TSCA can effectively improve senior high school students' English narrative writing competence,among which,the writing content,grammar and structure scores are notably improved.Therefore,in order to enhance the assessment quality of senior high school English narrative writing and improve senior high school students' English narrative writing competence,teachers can apply TSCA to the daily narrative writing teaching to achieve the purpose of“integrating assessment with teaching and promoting learning through assessment”.Furthermore,teachers should also change the concept of English writing teaching,constantly adapt to the requirements of the new curriculum standards,and truly achieve the goal of “all for the development of students”.