The Research Of The Backwash Effect Of Applying Teacher-Student Collaborative Assessment On Senior High School English Writing Teaching

Writing is of utmost importance for the comprehensive improvement of English proficiency.Over the years,English Curriculum Standards for general High School proposes higher requirements for senior high school students' writing ability.However,English writing teaching in senior high school is not optimistic,students writing ability also cannot meet the requirements of the Curriculum Standards.Therefore,improving the English writing teaching methods and improving students' writing skills has been an important topic in English education and English teaching research.As we all know,the evaluation of student writing is one of the essential means in writing teaching.Methods of evaluation directly or indirectly influence students' writing ability.According to surveys,teachers' evaluations dominate the whole class and students' writing interest is generally low,which in turn affect students' progress of writing.Wen Qiufang proposed Teacher-Student Collaborative Assessment,which aims to solve the “high investment and low efficiency” in English writing evaluation.However,it regards English learners in colleges and universities as the subjects.Therefore,this study will adjust this model and make it adapt to senior high school students' learning behavior and learning psychological characteristics.This study conducted a 12-week teaching application study to examine the backwash effect of Teacher-Student Collaborative Assessment on senior high school students' English writing ability,and to address the following four issues:(1)The effect of Teacher-Student Collaborative Assessment on students' overall English writing performance;(2)The effect of Teacher-Student Collaborative Assessment on students' performance of content,vocabulary,grammar,structure and language appropriateness in English writing;(3)The effect of Teacher-Student Collaborative Assessment on the writing performance of the high-,middle-,and low-level students;(4)What about students' attitudes towards English writing after the experiment?This study took two parallel classes in senior high school in Zhenjiang as the research objects.The survey questionnaires,composition scoring scales,evaluation portfolios,self-evaluation and peer teachers tables were designed to solve the above four problems through teaching applications.Research indicated:First,in the writing teaching,the total score of the experimental class using the teacher-student cooperative evaluation was significantly higher than that before the experiment,and the English writing performance of the experimental class students in the post-test had more significant improvement than the control class.Second,the Teacher-Student Collaborative Assessment improved students' English writing performance in content,vocabulary,grammar,structure and language appropriateness.Among them,the most significant improvement was in improving students' English writing grammar and structure.Third,the Teacher-Student Collaborative Assessment improved the overall English writing performance of students in different levels,and the overall score of English writing for the students in the low-level group was the most significant.Fourth,after the experiment,students' attitudes towards English writing had changed,their writing enthusiasm,interest,and self-confidence had greatly improved.Therefore,in order to improve the quality of high school English writing teaching and writing evaluation teaching,to improve the students' English writing ability,teachers should change the idea of English writing teaching to achieve "all for the development of students";Teachers should apply the Teacher-Student Collaborative Assessment to all aspects of high school's daily writing teaching.Through the cooperation and interaction between teachers and students,students' writing enthusiasm and writing ability can be improved.Teachers should play a leading role in English writing teaching.They need to provide the professional guidance and involve in student's writing and revision process,meanwhile,teachers also need to encourage students to participate in writing assessment in various forms.