A Study On The Application Of Teacher-student Collaborative Assessment To Continuation Task Teaching In Senior High School

English writing is one of the five language skills proposed in the English Curriculum Standards for Senior High Schools(2017 Edition,2020 revision),which plays a crucial role in measuring students’ comprehensive language application ability and English proficiency.With the advance of the new College Entrance Examination reform,“Continuation Writing Task” as a new type of English writing,which conforms to the concept of curriculum standard,has been used in the English papers of College Entrance Examination in many provinces since 2016.Undoubtedly,the emergence of this new writing type also brings new challenges to Chinese high school English teachers.Therefore,it is significant for educators and English teachers to explore a teaching practice model to deal with this new writing type.However,at present,teaching focusing on English writing in Chinese high schools shows the following two tendency: focusing on writing results but ignoring process guidance;emphasizing teacher evaluation while ignoring students’ participation in evaluation(Li Xiangqin,2019).Meanwhile,the author learned from the personal class observation that English writing in senior high school is not desirable,which is probably related to the traditional method of writing evaluation.“Teacher-Student Collaborative Assessment”(TSCA)is a new evaluation method proposed by Wen Qiufang based on Product-Oriented Approach(POA)in 2016,aiming to solve the problems of low efficiency and poor effect of evaluation.Therefore,this study attempts to apply TSCA to the teaching of high school English continuation task,exploring the specific implementation,application effects,existing difficulties,and implementation suggestions in the application process of teacher-student cooperative evaluation.On the basis of Product-Oriented Theory,Input Hypothesis,Output Hypothesis and Cooperative Learning Theory,this study solves the following three research questions:(1)How does teacher-student cooperative evaluation apply to the teaching of high school English continuation task?(2)How about the application effect of teacher-student cooperative evaluation in the teaching of high school English continuation task? Can students’ score of continuation task be improved? Can students’ writing attitude be improved?(3)What difficulties do students have in the application of teacher-student cooperative evaluation? How to deal with it?Based on the above three research questions,86 students who are from the first grade of senior high school in Harbin were selected as the research subjects,and the method of testing,questionnaire,interview,and classroom observation was adopted to conduct applied research.Through the analysis of relevant data,this study obtained the following findings:(1)Combining with the actual situation of students and on the basis of the TSCA implementation steps proposed by Wen Qiufang,the author fine-tuned the model and designed three improved steps of pre-class preparation,in-class implementation,and after-class activities.Through the application of the model in the teaching of high school English continuation task,it has been found that the improved TSCA model has strong adaptability and can produce the application effect of“promoting learning by evaluation”.(2)After applying TSCA to the continuation task teaching of the experimental class,the students’ total score of continuation task was significantly improved(Sig.=0.000<0.05),and the scores of vocabulary,content,grammar and structure were all improved to some extent.In addition,the writing attitude of the students in the experimental class has been improved to some extent.Most of the students can experience the fun of reading and writing and have faith in continuation task.(3)Students pointed out that there are still some problems in the application process of TSCA,such as insufficient teacher feedback,low participation in group evaluation and difficulty in independent evaluation.To this end,this study put forward some suggestions,such as strengthening teachers’ feedback and guidance,rational grouping,and appropriate control of task difficulty.At the end of the study,the author put forward a teaching inspiration based on teacher-student cooperation evaluation,had a profound reflection on the shortcomings of this study and provided enlightening suggestions and ideas for subsequent relevant studies,in order to provide certain references for future researchers and first-line high school English teachers.