A Study On The Effect Of Teacher-Student Collaborative Assessment On High School Student’s English Writing Ability

As an important expressive skill,English writing can effectively promote the internalisation of English learners’ language knowledge,which in turn facilitates the improvement of overall language proficiency.As an important way to improve students’ English writing skills,the General High School English Curriculum Standards（2017Edition Revised 2020）（hereafter referred to as the New Curriculum Standards）clearly states that teaching activities should correctly handle the relationship between teaching and assessment,and realise assessment for teaching and assessment for learning.Therefore,a one-way assessment approach cannot meet the requirements of the New Curriculum.Based on this,this study applies Teacher-Student Collaborative Assessment to the teaching of English writing in high school,and explores the influence of Teacher-Student Collaborative Assessment on high school students’ English writing ability from three perspectives: accuracy,fluency and complexity of writing,and at the same time puts forward suggestions for the application of Teacher-Student Collaborative Assessment to the teaching of writing for reference.This study was conducted around the following three questions.（1）How is the current situation of English writing ability and writing evaluation of high school students?（2）How can the English writing ability of high school students be improved through Teacher-Student Collaborative Assessment?（3）Does Teacher-Student Collaborative Assessment have an impact on the accuracy,fluency and complexity of high school students’ English writing?This study was conducted with a total of 48 students in a class of the second year of senior high school in Harbin City over a period of 14 weeks.In the early stage of the study,the author conducted a questionnaire survey on the study participants with the aim of investigating the current status of English writing among high school students so as to target Teacher-Student Collaborative Assessment.At the same time,the students’ English writing in the final examination of the previous semester was analysed and kept as pre-test data for analysis.In the middle of the study,the author conducted the first interview with a sample of students in week 5 to understand students’ actual feelings towards Teacher-Student Collaborative Assessment based on the interview results,and fine-tuned the Teacher-Student Collaborative Assessment model based on the interview results to improve the effectiveness of the assessment.At the same time,three intermediate stage writing tests were conducted to observe students’ writing skills,using writing accuracy,fluency and complexity as observation points.At the later stage of the study,the author administered post-tests on students’ writing,and also conducted interviews with the classroom teachers and students to explore the impact of Teacher-Student Collaborative Assessment on high school students’ English writing ability.The results of the study showed that the following problems mainly existed in current students’ writing: more linguistic errors and fear of writing;once finalised drafts and neglect of teacher evaluation.After fine-tuning the Teacher-Student Collaborative Assessment,the students’ writing ability improved after the experiment.In particular,Teacher-Student Collaborative Assessment improved the accuracy and complexity of students’ writing,but the students’ excessive pursuit of complex sentences led to poor sentence flow and fluency in writing did not improve.