A Study On The Application Of Teacher-student Collaborative Assessment To High School English Writing Teaching

Writing is a critical productive skill among the four fundamental English skills of listening,reading,speaking,and writing.One of the most indispensable procedures in writing instruction is assessment,which has a direct or indirect impact on students’ writing achievements.Therefore,how to assess effectively to support learners’ learning has always been the focus of education researchers.The English Curriculum Standards for General Senior High Schools(2017 edition,2020 revision)recommends that assessment should be valued for its diversity and rationality,that the English curriculum assessment system should be perfected,and that assessment should be used to support teaching and learning.Traditional teaching has advocated teacher assessment,which has a single model and lacks vitality,and is unable to promote students’ enthusiasm for learning,resulting in slow promotion in students’ writing achievement.Therefore,the future trend in writing assessment development can be how to fully utilize the benefits of teacher assessment and combine it with other assessment forms.Professor Wen proposed a new assessment form,teacher-student collaborative assessment,in 2016 to address the issue of “high input,poor output.” Currently,several researchers have confirmed the efficiency of teacher-student collaborative assessment in college English writing classes.The study hopes to apply this assessment form into English writing instruction of high schools to promote students learning more effectively and achieve “promoting learning through assessment”As a result,the author employed the “teacher-student collaborative assessment” form to teach English writing to high school students.The author conducted a twelve-week teaching experiment using two parallel classes of grade one with no significant difference in pre-test writing achievements as the study subjects to discover answers to the following two questions:(1)How does the teacher-student collaborative assessment affect students’ writing achievements?Which aspects(language,structure and content)can be affected by the teacher-student collaborative assessment?(2)What are the changes in students’ perception of writing and writing assessment after the adoption of the teacher-student collaborative assessment,concerning interest,attitudes and expectations?To confirm the efficiency of teacher-student collaborative assessment,the author gathered data using tests,questionnaires,and interviews,then analyzed it with SPSS26.0.The main findings are as follows:First,the application of teacher-student collaborative assessment has improved students’ English writing achievements to a certain extent.It helps students avoid repeating the same mistakes,increases the correctness of their linguistic expressions,and reinforces what they have learned to some extent.In addition,students also made some progress in language,structure,and content in English writing.The fastest improvement was in the language aspect and the slowest was in the content aspect.The teacher-student collaborative assessment plays a positive role in“promoting learning through assessment”,no matter in the overall achievements of students or the aspects of language,structure,and content.Second,after teacher-student collaborative assessment,most students’ perception of English writing and writing assessment becomes more positive.This is mainly reflected in that students are more passionate about writing and full of interest and confidence in writing.Students are more willing to take the initiative to revise and reflect on the problems they encounter in writing and have a positive attitude towards them.In addition,students are more willing to be offered special writing courses by teachers and hope to interact more with the teacher.To sum up,the teacher-student collaborative assessment has a positive effect on students’ writing perception and writing achievement,and students hold a positive attitude towards it,which provides enlightenment and reference for the development of high school English writing assessment forms.