Empirical Research On Teacher-Student Collaborative Assessment In English Writing Teaching In Junior High Schools

As an important link in the writing process,writing assessment plays a crucial role in students’ English writing.According to English Curriculum Standards for Compulsory Education(Ministry of Education,2022),assessment should attach importance to students’ subjective initiative and guide students to become designers,participants and collaborators in various evaluation activities.However,writing assessment system still faces many challenges.Which kind of assessment is more effective still remains uncertain in the academic community.As a new assessment,teacher-student collaborative assessment(TSCA)integrates teacher evaluation,peer evaluation and students’ self-evaluation.It is a teacher-student constructed and student-student constructed assessment,which intends to guide students to be aware of their learning deficiencies and remedy these deficiencies in time.In the order of assessment,teachers first guide students to complete the assessment tasks collaboratively,followed by students’ selfevaluation and peer evaluation according to the focus of assessment and evaluation checklist.In terms of assessment content,TSCA is a selective assessment,which requires teachers to determine the focus of assessment based on common problems in students’ writing.However,relative studies on TSCA at present mainly focus on university students.The empirical studies in junior high schools are insufficient.This research applies TSCA in English writing class in a junior high school to explore its influence on junior high school students’ English writing.This study aims to answer three questions: 1)Can TSCA improve junior high school students’ interest in English writing? 2)Can TSCA promote the improvement of junior high school students’ English writing proficiency? 3)How does TSCA influence junior high school students’ English writing proficiency? Based on selective-learning hypothesis,output-driven hypothesis and inputenabled hypothesis,this research took 107 students in a senior high school from Chengdu,Sichuan as participants.This study lasted three months.This research adopted both qualitative and quantitative methods.Questionnaires,tests and interview were implemented as research instruments.TSCA was carried out in the experimental class while the control class still used the previous assessment.The results of this research are: 1)TSCA can improve students’ interest in English writing,which can be shown in the enhancement of students’ positive sentiments towards English writing.2)TSCA can promote the improvement of junior high school students’ English writing proficiency.For students at different levels,the influence of TSCA is not identical.For students at the high level,TSCA is not effective while it is effective for students at the intermediate level and the low level.3)The improvement of students’ writing proficiency mainly results from implementation of TSCA in class.It is closely related to discovering major problems in typical samples,teachers’ explanation and sample revision.From the students’ answers to the questionnaires and the interview,discovering problems in typical samples can make them more deeply aware of similar mistakes and shortcomings and draw their attention,teachers’ explanation helps them correct their wrong perceptions and deepen their understanding of knowledge,and revising samples helps them apply and consolidate the knowledge.This research reaffirms the advantages of selective assessment and the superiority of TSCA over single teacher assessment.It also verifies that TSCA shares the characteristics of remedial teaching.Besides,the research can provide enlightenment for junior high school English teachers in terms of choosing reasonable writing assessment.However,TSCA ignores highlevel students’ learning needs,and the classroom monitoring process needs to be strengthened.Based on this,the researcher provides relevant suggestions: teachers should pay attention to the writing problems of high-level students,provide writing guidance and make appropriate extensions for them;regarding the classroom monitoring,students should be required to take turns to speak on behalf of their groups.Additionally,there are some shortcomings and limitations in this study.First,the study lasted three months,which was too short;second,the sample size of this research was small,only including students from Grade Seven;finally,the participants were mainly from the county,which may cause regional differences in the results.