A Study On The Application Of “Teacher-Student Collaborative Assessment” In Senior High School English Writing Teaching

The English Curriculum Standards for General High Schools(2017 Edition,2020 Revision)requires that students should play the main role in the assessment.Under the guidance of teachers,students should learn to use appropriate assessment methods and tools to actively participate in the assessment process.However,teachers’ assessment still occupies a major position in the current English writing teaching,which makes students become passive in the process of assessment.Hence,the influence of assessment on students’ writing ability is not fully reflected and the writing attitude of students is not positive.Professor Wen Qiufang proposed the Teacher-Student Collaborative Assessment(TSCA)in 2016.During the implementation of TSCA,teachers act as intermediaries and students act as the main body.TSCA integrates various assessment methods and it aims to achieve the purpose of promoting learning through assessment.Therefore,this study applies the TSCA to senior high school English writing to explore the impact of the TSCA on students’ writing ability and writing attitude.This study intends to improve the effects of English writing assessment and provide a case study for optimizing English writing assessment in senior high schools.Based on the Production-oriented approach,cooperative learning theory and scaffolding theory,the research subjects are two parallel classes of Grade 10 in a senior high School in Hengyang county,Hunan province.There are 55 students in the experimental class and 53 students in the control class.This study adopts educational experiment,writing tests,questionnaire survey and interview as the research methods to verify the feasibility and effectiveness of TSCA in senior high school English writing teaching.In this study,there are two research questions: First,what is the impact of the TSCA on the writing ability of the research subjects? This question covers three sub-questions: What are the effects of TSCA on the language use,content expression and structure organization of the subjects? Second,what is the influence of the TSCA on the writing attitude of the research subjects? This question consists of three sub-questions: What the effects of the TSCA on subjects’ writing affection,writing cognition and writing behavior?The study results show that the TSCA has a positive impact on the writing ability and writing attitude of the subjects.First,the TSCA can effectively promote the development of writing ability of the subjects.Based on the data gained through writing tests,there is no significant difference in writing ability between the experimental class and the control class before the experiment.But after the experiment,the writing ability of the experimental class is significantly improved and the performance of the language use,content expression and structure organization of the experimental class are better than those of the control class.Second,the TSCA can improve the writing attitude of the subjects.Based on questionnaire and interview data,there is no obvious difference in writing attitude between the two classes before the experiment.But after the experiment,the experimental class has positive changes in writing affection,writing cognition and writing behavior and the proportion of positive changes in writing attitude of the experimental class is higher than that of the control class.Researcher summarizes three research implications: First,teachers should attach more importance to the effects of the TSCA on English writing teaching.Second,teachers should give full play to their guiding and supervisory role in the assessment process.Thirdly,teachers should pay attention to different students’ needs in the writing assessment and meet their needs.When it is necessary,teachers should give individual assistance to students.