A Study On The Effectiveness Of Teacher-Student Collaborative Assessment And Teacher Assessment In Senior High School Practical English Writing

No one can deny that English writing competence is closely associated with English-learners’ comprehensive capability.Compared with other forms of language skills,writing ability requires a higher level of standard for the knowledge of language learners.The improvement of English writing ability should not only focus on the writing process,but also pay attention to the assessment on the writing process.However,for high school English teachers in China,the class size is usually over average,which had led to heavy workloads for teachers,making it very challenging to give timely and effective assessment to each student.Therefore,the teaching of English writing has been widely concerned by teachers and scholars at home and abroad,and thus a variety of teaching methods are emerging.Teacher-Student Collaborative Assessment(TSCA)is a new assessment model proposed by Professor Wen Qiufang’s Production-Oriented Approach(POA)team,aiming to solve the problems in the assessment of English writing teaching in China.So far,a wide range of accomplishments have been acquired in the study of TSCA.However,the availability of TSCA in senior high school English writing remains a mystery.Therefore,this study will make slight adjustment to TSCA and apply it to high school English writing.This study will set a comparative class adopting traditional teacher assessment to clarify different ways of assessment on students’writing competence and attitude.This study makes an attempt to seek answers for the following three questions:(1)Compared with teacher assessment,can TSCA contribute to the students’ writing performance?If so,in what aspects(structure,content,vocabulary,grammar,sentence structure)would the improvement be more significant?(2)Does TSCA have any influence on students’ writing interest,ability cognition or assessment consciousness?If so,what are the effects?(3)What attitudes and suggestions do students have for TSCA?This research lasted for three months,involving the subjects in a key high school in Chongqing.The research was conducted through experimental cases,questionnaire survey and interview.After quantitative and qualitative analysis of research data,the following conclusions can be drawn:(1)Compared with traditional teacher assessment,TSCA can improve students’ writing ability more significantly,especially in grammar and sentence structure.(2)TSCA has a positive impact on students’ interest in ability cognition and assessment consciousness.(3)Students generally hold a supportive perspective towards TSCA.In the meanwhile,most of the interviewed conveyed that they would like to be involved in in the whole process of TSCA.At the end of the study,the researcher also had a deeper reflection on the process of the research,discussing the teaching enlightenment brought by this study as well as the defects and prospects of the study.It is well expected that this study can supply teaching reference to English teachers and provide novel ideas for researchers at home and abroad.