The Effect Of Teacher-student Cooperation Evaluation On High School Students' English Writing Self-efficacy

The role of English writing evaluation has been widely concerned by educational researchers due to the new curriculum reform.In 2016,a new evaluation model,Teacher-Student Collaborative Assessment,a brand-new classroom teaching model,came into being.It is the result of Professor Wen Qiufang's research.The main content includes self-evaluation,group evaluation and other diversified forms,which has a great effect on foreign language teaching practice.For English writing,it is a complex activity with many influencing factors,involving cognitive and emotional content.Writing self-efficacy is a significant emotional factor,which can evidently influences students when they are completing the English writing tasks.Although many scholars have discussed the teaching effects of Teacher-Student Collaborative Assessment,whether it has an influence on English learners' writing self-efficacy has not received relevant attention and discussion.The main purpose of the research is to analyze the effect of the Teacher-Student Collaborative Assessment on students' self-efficacy in the process of writing practice.This paper explores the following problems:(1)Compared with the teacher evaluation model,are there any obvious distinctions in the effect of Teacher-Student Collaborative Assessment on high school students' English writing self-efficacy? If so,what are the obvious distinctions?(2)Is there consistency in the effects of Teacher-Student Collaborative Assessment on writing self-efficacy of high,middle and low level students? If not,what are the distinctions?In this study,two parallel classes of senior one in Linyi are studied by the experiment,questionnaire survey and interview.There are 54 students in each class,a total of 108 students.One class was randomly selected as the experimental class and the other as the control class.In the three-month teaching experiment,every student was asked to complete five writing tasks.The experimental class adopts the Teacher-Student Collaborative Assessment model for writing teaching,while the control class adopts the traditional teacher evaluation model.After the experiment,the author analyzed and discussed the data of questionnaire and interview.The results are as follows:(1)Compared with the traditional teacher evaluation model,there are significant differences in the effects of Teacher-Student Collaborative Assessment on senior high school students' self-efficacy in English writing,mainly in the two dimensions,writing task self-efficacy and writing skill self-efficacy.(2)The effects of Teacher-Student Collaborative Assessment on the writing self-efficacy of high,middle and low level students are not consistent.It can significantly improve the writing self-efficacy of high and middle level students,but has no significant difference on the low level students.This study shows that the application of Teacher-Student Collaborative Assessment in senior high school writing teaching can significantly improve learners' writing self-efficacy,which has some significance for senior high school English writing teaching.Teachers should encourage students to play initiative in the classroom of Teacher-Student Collaborative Assessment,create a relaxed and happy evaluation atmosphere for them,and mobilize the enthusiasm of students' classroom participation to improve their writing self-efficacy,so as to promote their writing ability and writing level.