A Research On The Effect Of Teacher-Student Collaborative Assessment On The Development Of Senior High School Students’ English Speaking Competence

National Senior High School English Curriculum Standards(shortened as NECS,2017 edition,2020 revised)states that listening,speaking,reading,viewing and writing ought to be developed together during one’s English learning in order to form a wellrounded English language ability.Among the four skills,English speaking competence is often considered the most direct indicator of an English learners’ English proficiency.However,English speaking competence is constantly labeled as the weakest skill to most students.The reasons are mainly two-folded: lack of time and teacher’s negligence caused be the pressure of national college entrance examination,which makes speaking output a merely standardized procedure,leads to less in-time,specific,and effective assessment from different entities and makes it hard to develop students’ English speaking competence with clear targets.In the face of this phenomenon,many experts have put forward many theoretical models,in which Teacher-Student Collaborative Assessment,known as TSCA,theorized by Wen Qiufang(2016),has proved to be effective in improving students’ English speaking competence in colleges after many practices and modifications in previous studies.many efforts in improving the speaking competence of the students.Since the core idea of the model—— learning by assessment and teaching by assessment,is highly consistent with the viewpoint advocated by the NECS(2017 edition,2020 revised)and has great practical significance for the above-mentioned phenomenon that currently exists in high school English classrooms,this study attempts to apply Teacher-Student Collaborative Assessment to first-line high schools and investigate its impact on high school students’ English speaking competence.Based on the above research background,this study seeks to explore the following two research questions: 1)What are the impacts of Teacher-Student Collaborative Assessment on the development of high school students’ English speaking competence and 2)What are the causes of this impact?In this study,the students of two sophomore parallel classes in a high school in Chongqing were taken as the research subjects to conduct the experiment.The preexperimental work was threefold: 1)constructing an instructional framework for TSCA;2)administering a pre-test of speaking to the two classes;and 3)introducing TSCA and providing some training to the English teacher of the two classes.The experiment lasted for eight weeks,and the framework brought up in this study was put into practice in the experimental group and the recorded works submitted by students each time after assessment were collected and organized;while the control group continued to be taught in the same way as before.There were two post-tests at the end of the experiment: 1)a speaking post-test for both groups;2)semi-structured interviews with randomly selected students from the experimental group;and 3)questionnaires for all students in the experimental group.This study used three types of research tools,i.e.speaking test,portfolio and semi-structured interview,in answering research question one from both objective and subjective aspects,and three dimensions of process,result and perception.In order to answer research question two,the data of the questionnaire was collected and analyzed based on what has been found with question one.The study found that 1)TSCA has positively influenced high school students’ speaking competence,especially in the areas of discourse management and communicative communication,and 2)all the seven factors,except stress,have exerted positive influence on the students’ speaking competence directly and among which,teaching methods,teaching content,and students’ metacognitive abilities played the biggest parts in the improvement of the speaking competence.Based on what has been found in the present research,the applicability of TSCA to the front-line English classes was proved,providing a light to future researchers and teachers who are concerned with speaking competence.Teachers ought to pay more attention to discover discourse management and interactive communication based on the teaching of grammar,vocabulary,and pronunciation by seizing assessments of various forms in and out of classes,and thus improve students’ speaking competence across the board.