An Empirical Study Of Teacher-Student Collaborative Assessment In Junior High School English Continuation Task Teaching

English writing has an important position in English language learning,and it accounts for a certain proportion of all types of English exams.To a certain extent,the continuation task as an innovative writing pattern changed the situation of the predominance of propositional writing.With the innovation of writing patterns,how to improve the traditional assessment of writing is also a major teaching hotspot discussed by English teachers.It is well known that assessment is an integral part of English writing teaching,and students’ writing skills are directly or indirectly affected by the way they are assessed.This study applied the Teacher-Student Collaborative Assessment(TSCA)approach to the continuation task to study the effectiveness of the English writing in junior high school.Two parallel classes of junior high school in Xi’an were selected for this teaching experiment,and the two classes were the experimental class and the control class.The study lasted for almost three months.The study used research instruments such as writing tests,questionnaires and interviews.The author conducted quantitative and directional analyses of relevant data to investigate the following two questions:(1)What is the effect of the continuation task based on TSCA on the linguistic accuracy of students’ writing?(2)Does the continuation task based on TSCA improve the students’ interest in writing?The following major findings emerged from this study by compiling and analyzing the relevant data.(1)The continuation task based on TSCA can improve the accuracy of students’ writing language in terms of vocabulary,grammar and textual coherence.(2)The continuation task based on TSCA can enhance students’ interest in English writing.At the same time,it can improve students’ performance in the continuation task.It can alleviate writing anxiety.Students are very interested in this new type of teaching mode.On the one hand,this study is an innovation in applying TSCA to the continuation task.It not only improves the single assessment method of English writing but also enhances students’ participation in writing assessment.In this process,students can continuously engage in self-reflection to promote their language writing skills.On the other hand,the continuation task based on TSCA can stimulate their desire to express themselves,enhance their self-confidence,and realize the transformation of students’ thinking patterns thus reducing writing anxiety.While enhancing students’ independent learning ability,it promotes students’ learning initiative and motivation in order to fully stimulate their interest in writing.