A Study On The Influence Of The Teacher-Student Collaborative Assessment On Junior High School Students’ English Writing Ability

Writing is one of the four basic skills of English.It fully reflects the comprehensive English quality of students.The English Curriculum Standard for Compulsory Education in 2011 points out that evaluation is a significant part of English curriculum.A scientific evaluation system is an important way to achieve curriculum goals.Therefore,writing evaluation is a great part in English teaching.However,the English writing of junior high school has not get its ideal achievement.The Teacher-Student Collaborative Assessment was proposed in 2016,by Wen Qiufang,in response to the low effect in English writing evaluation,and it is undoubtedly a good way to the current English writing evaluation.The assessment is mainly targeted at college students firstly,many researchers who get some meaningful research findings have applied the method to college students and high school students.But there are few studies that applied to junior high school,and there is no clear answer to different levels.This study applies the new evaluation method to junior high school English writing teaching.It explores the impact of the assessment on junior high school students,including different levels students.This study tries to answer three questions:（1）Does the Teacher-Student Collaborative Assessment affect the English writing performance of junior high school students?（2）Does the assessment affect the English writing performance of different levels of junior high school students?Are the effects consistent?（3）What is the attitude of the experimental students toward the assessment?The study lasts three months,and the research objects are students in two parallel classes who are in grade seven of a private middle school in Mianyang,Sichuan.Data is collected through tests,questionnaires and interviews.Analyzing the data by SPSS19.0.With the results of all data,the experimental results are as follows:（1）The Teacher-Student Collaborative Assessment has a positive impact on junior high school students’ English writing performance.（2）The assessment can affect the writing performance of different levels students,and the effects are not the same.The assessment can improve the students’（middle and low level）writing ability,and has nearly no effect on the high level.（3）The assessment can improve English writing ability,and it also can reduce writing anxiety in the class.The great number of students have a positive attitude toward the assessment.Some teaching inspirations are lists according to the experimental process and research finding.And some suggestions will be present according to the shortcomings.