A Study Of The Effects Of Teacher-student Collaborative Assessment On Senior High School English Continuation Writing Teaching

The teaching of English writing has always been the focus of English teaching reform in senior high schools in China.At present,teacher-centered assessment is still pervasively adopted.However,this model of writing correction is time-consuming and does not attract students’ attention.So their writing skills will not be effectively improved.In the face of this situation,Professor Wen Qiufang has proposed the "Teacher-student Collaborative Assessment" model.It provides teachers with a framework and principles for operation.At the same time,it can combine a variety of assessment methods and improve the efficiency of writing assessment.Besides,this model fully stimulates students’ learning motivation,and makes the whole assessment process better.Meanwhile,assessment results are more reasonable and accurate by teacher-student collaborative assessment.Although many scholars have applied teacher-student collaborative assessment to English teaching and proved it could achieve good results,there is no clear answer whether this new assessment model is applicable to the continuation writing in senior high schools.On the basis of this,the author attempts to apply teacher-student collaborative assessment to the teaching of continuation writing in order to explore its effects on students’ writing performance.Based on the production-oriented approach theory,cooperative learning theory and process-oriented approach theory,this study aims to answer the following three questions:(1)What effects does TSCA have on continuation writing quality in terms of language?(2)What effects does TSCA have on continuation writing quality in terms of content?(3)What effects does TSCA have on continuation writing quality in terms of organization?In this study,91 students in two parallel classes in High School Affiliated to Yangzhou University were used as the subjects during a twelve-week experiment.Class 1 was the experimental class and Class 2 was the control class.During the experiment,students finished six continuation writing tasks and were given six times of writing assessment.The continuation writing tasks were all taken from the English test papers of college entrance examination.This study used a combination of qualitative and quantitative methods.The quantitative analysis used SPSS 23.0 software to analyze the experimental data,while the qualitative study was mainly conducted by interviews.Six students representing high,medium and low writing levels were selected from the experimental class to be interviewed.The entire interview process was recorded and collated into texts for further analysis.At the end of the experiment,the following conclusions were drawn from this study.First,teacher-student collaborative assessment significantly improves language score,and the post-test language score increases the most.Second,teacher-student collaborative assessment exerts an active effect on enhancing the senior high school students’ writing quality in terms of content while the score of content improves a little.Third,teacher-student collaborative assessment has a positive impact on organization of continuation writing.This study verifies that teacher-student collaborative assessment has a positive impact on the teaching of continuation writing in senior high schools.Compared with the teacher assessment model,students’ continuation writing quality in areas of language,content and organization has improved to a greater extent under this new assessment.In conclusion the teacher-student collaborative assessment model influences the specific performance and overall quality of continuation writing,and has implications for English writing teaching and research.