A Study On The Impact Of Teacher-student Collaborative Evaluation On The Grammatical Accuracy Of High School Students' English Writin

Assessment is an important factor affecting students’ writing ability.At present,in English writing teaching of senior high school in our country,the main form of assessment is that teachers grade students’ writing after class and give feedback in class.However,this assessment model is time-consuming and inefficient,it can’t effectively improve students’ English writing skills.In order to provide timely and effective feedback,Professor Wen Qiufang proposed Teacher-Student Collaborative Assessment,and some studies have explored the effects of it on students’ English writing performance and the result showed that it can effectively improve students’ English scores.But the effectiveness of Teacher-Student Collaborative Assessment needs to be further explored in English writing teaching of senior high school.Grammar accuracy is the most straightforward criterion for judging the level of students’ writing.However,few studies have explored it’ s effectiveness on writing through the measurement of grammar accuracy.Guided by the Production-oriented Approach and Process writing Theory,two classes of students from the second year of senior high school in Shandong Province were selected as the research subjects,then,the author applied Teacher-Student Collaborative Assessment to English writing training.With the help of tools such as writing test,Ferris’ s error classification table and questionnaires,this study attempted to answer the three questions:(1)Can Teacher-Student Collaborative Assessment improve grammar accuracy of high school students’ English writing more significantly than teacher assessment?(2)Does Teacher-Student Collaborative Assessment have different effects on different types of errors in English writing of senior school students? If so,what are the differences?(3)What is the attitude of students towards Teacher-Student Collaborative Assessment?Based on the analysis of the data by SPSS 26.0,the study findings showed that:(1)Teacher-Student Collaborative Assessment can more significantly improve the grammar accuracy of high school students’ English writing than teacher assessment.(2)There are differences in the effects of Teacher-Student Collaborative Assessment on different types of errors of senior high school students’ English writing,Teacher-Student Collaborative Assessment can significantly reduce the number of verb errors,noun errors and sentence structure errors,but it has little effect on the number of article errors and lexical selection or form errors.(3)The majority of students have a positive attitude towards Teacher-Student Collaborative Assessment.Most students are interested in the activities of Teacher-Student Collaborative Assessment and think it is effective in improving English writing ability,they hope that teachers will continue using this assessment next term.This study provides some implications for English writing teaching:(1)Teachers should change the concept of assessment and give full play to the role of assessment in promoting learning.(2)Strengthen the cultivation of students’ independent assessment ability.(3)Increase the frequency of basic writing training.(4)Pay attention to providing students with high-quality language input.Study limitations acknowledged by the author included sample size and time of experiment.