An Application Study Of Teacher-student Collaborative Assessment Based On Production-oriented Approach On English Writing For Mongolian College Students

As part of English writing,writing feedback has become an important research topic in the field of second language acquisition.In recent years,although some scholars have done some research on writing feedback of Mongolian college students,the inefficiency of writing evaluation has not been effectively solved.Teachers still use teacher assessment in the teaching of English writing.Assessing Mongolian college students' performance in production tasks is challenging because large class sizes inevitably lead to heavy workloads for teachers.Therefore,English writing ability of Mongolian college students has not been effectively improved and it is urgent to choose a more effective form of writing evaluation.Teacher-student collaborative assessment is proposed by the production-oriented approach to deal with the teaching problem in the college that teachers are unable to put forward a timely and effective assessment of every productive task in large-scale classes.Although teacher-student collaborative assessment provides a framework and operational principles for researchers,few studies have explored its effectiveness in writing teaching.Therefore,it is a good attempt to explore the feasibility and effectiveness of teacher-student collaborative assessment in English writing by comparing teacher assessment with teacher-student collaborative assessment.This study aims to answer the following questions:1.Compared with teacher assessment,is the teacher-student collaborative assessment able to effectively improve Mongolian college students' overall writing competence? What aspects of writing(content,structure,language)have been improved more significantly?2.What are Mongolian college students' attitudes toward teacher-student collaborative assessment?The context of study involves two parallel classes of Hohhot Minzu College.The research process lasted 14 weeks and the two classes were respectively treated as an experimental group and a control group.Through the experimental method,questionnaire survey and interview survey,the following conclusions can be drawn:1.Teacher-student collaborative assessment is more significant than teacher assessment in improving Mongolian college students' writing proficiency,especially in terms of language skills(vocabulary,grammar and writing details).2.Teacher-student collaborative assessment can relieve students' writing anxiety,enhance their interest in writing,and have a positive impact on promoting students' writing ability.The results show that teacher-student collaborative assessment is feasible and effective in English Writing.However,since it is a new form of assessment,teachers need to spend enough time to master its implementation steps,requirements and concepts,and What's more,teachers need to experience and reflect in teaching practice.In addition,in the process of teacher-student collaborative assessment,teachers should play the role of professional guidance in order to more effective use of it.At the same time,students' learning autonomy should be cultivated.