Effects Of Teacher-Student Collaborative Assessment On Senior High School Students’ English Writing Accuracy

Writing assessment helps to diagnose writing problems timely and improve learners’ writing ability effectively.However,at present,the main assessment method in English classroom is teacher assessment,which not only makes teachers time-consuming and laborious but also frustrates students’ enthusiasm and self-confidence in writing to a certain extent because of their lack of vitality.Based on this situation,how to assess students’ compositions efficiently has been a concern of scholars and front-line teachers.In order to deal with the current dilemma,Wen Qiufang and her team put forward a brand-new assessment method in 2016,which is called “teacher-student collaborative assessment”.It integrates the merits of teacher assessment and peer assessment.Professional teachers will provide the targeted guidance,encourage and inspire students to actively express their revision opinions,and bring into full play students’ initiative and enthusiasm in learning.Teachers’ professional guidance helps students better understand the assessment focus,and peer communication helps students find and solve problems in their compositions.This study performs slight adjustments to the teacher-student collaborative assessment to make it suitable for the teaching of English writing in senior high school and the learning characteristics of senior high school students,and investigates the effects of TSCA on in senior high school students’ writing accuracy through the error classification and the ratio of E/T and EFT/T.In accordance with the research purpose,three research questions are as follows:(1)What are the effects of TSCA on the lexical accuracy in senior high school students’ English writings?(2)What are the effects of TSCA on the grammatical accuracy in senior high school students’ English writings?(3)What are the effects of TSCA on the textual cohesion accuracy in senior high school students’ English writings?In this research,80 freshman in high school from the Dingxiang High School are selected as the experimental subjects to carry out a 16-week teaching experiment.Before the experiment,the author randomly divides the two intact classes into experimental class and control class according to the pre-test English writing score and the ratio of writing accuracy.The experimental class adopts the TSCA while the teacher assessment is employed in English writing teaching in the control class.This study adopts different research instruments such as writing tests and checklists,and makes quantitative analysis to the results of the research.After the experiment,the author discusses and analyzes the collected data carefully by using SPSS21.0,and further explores the impact of teacher-student collaborative assessment and teacher assessment on the accuracy of senior high school students’ English writing through the reduction rate of different error types.The research found that the writing accuracy of two classes was improved after the experiment,but the improvement in the experimental class was more obvious.It is manifested in the following three aspects:(1)From the perspective of lexical accuracy,the lexical error rate of the experimental class is lower than that of the control class,which shows that TSCA has a positive impact on the lexical accuracy of senior high school students’ English writing.Teacher-student collaborative assessment is more helpful to improve the accuracy of lexical form and lexical meaning,and teacher assessment is more conductive to improving the accuracy of lexical collocation.(2)In terms of grammatical accuracy,TSCA can effectively improve the grammatical accuracy of senior high school students’ English writing.At the beginning of the experiment,the students in the experimental class and the control class generally have common grammar errors including verb,noun ending,article and preposition.After the implementation of TSCA and teacher assessment,the students in the experimental class make obvious progress in tense and preposition,and the students in the control class make dramatic advances in subject-verb agreement and singular and plural forms of English nouns.Neither TSCA nor teacher assessment can improve the accuracy of article use.(3)From the aspect of accuracy in textual cohesion,TSCA plays a positive role in improving the textual cohesion accuracy in senior high school students’ English writing.Compared with teacher assessment,TSCA can help students to use reference and conjunction more accurately.However,both TSCA and teacher assessment can not effectively reduce ellipsis and substitution errors.This study proves that TSCA has a positive impact on the accuracy of English writing in senior high school students.Therefore,in order to effectively improve students’ English writing accuracy and teachers’ teaching quality,teachers should pay more attention to the teaching of vocabulary use,grammatical rules and textual cohesion.At the same time,teachers should apply TSCA to senior high school English writing teaching,systematize students’ lexical errors,grammatical errors and textual cohesion errors,and make it a valuable resource for students’ future learning.Due to the limited time and teaching resources,this study still has some deficiencies,so the above conclusions need to be further verified by future research.The author hopes that this study can bring a certain inspiration and reference value for senior high school English writing assessment.