The Application Of Teacher-student Collaborative Assessment In English Writing Teaching In A Senior High School

In the current English writing teaching,many teachers pay more attention to the process of teaching and writing rather than assessment in English writing,and ignore the influence of assessment on English writing.In the Senior High school,teacher assessment occupies the dominant position in English writing assessment.Such an assessment method leaves teachers a heavy burden while the assessment results are easily ignored by most students and has a negative impact on learning.Therefore,the key to solve the current problem is to find a new assessment for improving learning.“Teacher-student collaborative assessment”(TSCA)is a student-centered assessment proposed by Wen Qiufang in 2016.It emphasizes the students' participation in the process of assessment and establishes the status of student subject.It combines teacher assessment,peer assessment and self-assessment scientifically,arouses students' initiatives in learning,enables students to find and solve problems and finally improves students' English writing proficiency.Based on this,the purpose of this paper is to explore whether the new assessment method-“teacher-student collaborative assessment” can be applied to the English writing teaching in Senior High school and try to answer the following questions:1.What is the impact of teacher-student collaborative assessment on the English writing score of Senior High school students?2.What is the attitude of students in the experimental class towards the teacher-student collaborative assessment?3.What difficulties do students of different writing proficiency meet in the process of teacher-student collaborative assessment? and what are students' suggestions?In this study,two parallel classes,class 21(control class)and class 22(experimental class)of a Senior High school in Yan'an city are selected as the research subjects for a15-week teaching experiment.Before the experiment,pre-test of English writing is conducted for the experimental class and the control class.By analyzing the English writing scores of the two classes,it aims to find out whether there is significant difference in English writing proficiency between the two classes.During the experiment,the English writing of the experimental class is evaluated by teacher-student collaborative assessment,whereas the English writing of the control class is evaluated by teacher assessment.In the later period of the experiment,the students of the experimental class and the control class are tested by exams in order to verify whether the English writing score of the two classes has changed.In addition,questionnaires and interviews are conducted in the experimental class to illustrate students' attitudes towards teacher-student collaborative assessment,what problems students at different English writing proficiency will meet in the process of teacher-student collaborative assessment and students' suggestions towards their questions.By analyzing writing scores of the experimental class and the control class,it is concluded that students' writing scores can be improved after adopting teacher-student collaborative assessment in English writing teaching;The result of questionnaire and interview of the experimental class show that most students have positive attitudes towards the teacher-student collaborative assessment.The problems and suggestions proposed by students at different writing proficiency include assessment guidance,assessment atmosphere and assessment exercises.Therefore,teachers should pay attention to the communication and interaction between teachers and students in the English writing assessment,and apply the teacher-student collaborative assessment to the English writing teaching in senior high school.However,teachers should act as guides to help student assess and adopt this new assessment flexibly according to students' suggestions towards teacher-student collaborative assessment.