An Empirical Study On The Effects Of Teacher-student Collaborative Assessment On Junior High School Students' English Writing Competence

The reform of English writing teaching is the focus of the English teaching reform in China.In recent years,the reform of English writing teaching has achieved great success.However,the problem of low efficiency and poor effects of writing evaluation in writing teaching not been solved.English learning requires the mastery of four basic skills:listening,speaking,reading and writing.Writing as an important output skill is particularly important,and the evaluation feedback is the important factor which affects the writing teaching effects.At the basic educational stage in China.Due to the large class size,large number of students and heavy tasks of teachers,there are high consumption and low efficiency in correcting English writing tasks.At present,because of the long feedback time and the single writing pattern,the teachers' written correction writing pattern can not stimulate students' enthusiasm effectively.Therefore,an efficient evaluation model has become an urgent need of the teaching reform of English writing in junior middle school.Teacher-student collaborative assessment(TSCA for short)is proposed by Professor Wen Qiufang to solve these problems.This model can reduce teachers' own work pressure,effectively mobilize students' enthusiasm in writing,and enhance the cooperation between teachers and students.For these reasons In this thesis,the author applies the teacher-student cooperative assessment model to the teaching of Englishwriting in junior middle schools in China,and then tries to answer the following questions:1.What are the effects of TSCA on the accuracy of junior high school students' English writing?2.What are the effects of TSCA on language complexity of junior high school students' English writing?In this study,students from two classes in grade three of Yan Kou Pu Middle school in Shaoyang District are taken as the research subjects.The students were divided into experimental group and control group for14 weeks.The experimental group implemented the teacher-student cooperation evaluation mode,and the control class still used the traditional teacher evaluation mode.In the first week the experimental group and the control group were given the pre-test.At the 14 th week,the experimental group and the control group were given the post-test.The author collected and analyzed qualitative and quantitative data.The results are shown as follows:1.From the perspective of linguistic accuracy,Through the implementation of teacher-student cooperative assessment,vocabulary error rates and grammar error rates of the experimental class are much lower than the control class.The results show that this mode can improve students' accuracy of vocabulary and grammar to a certain extent,and the effects are obvious.2.From the perspective of language complexity,Through the implementation of teacher-student cooperative evaluation,the vocabulary complexity of the experimental class gradually oversteps the control classthough the rate was a bit lower than that of the control class at the beginning of the experiment.However,there is no significant difference between the two classes in the performance of grammatical complexity.In a word,the mode of teacher-student cooperative assessment has significant effects on improving the accuracy of vocabulary and grammar in junior high school students' English writing,but it has no significant effect on the grammatical complexity in students' writing.The cooperation between teachers and students in writing evaluation can promote the harmonious relationship between teachers and students on the one hand and strengthen the cooperation and team spirit of students on the other hand.This study can provide some referential value for junior middle school English teachers in English writing teaching.But there are still some deficiencies in this study.The sample size of the paper is too small,and the author's ability is limited.The data analysis is insufficient.Future research may expand the sample data to explore the impact of teacher-student cooperative assessment on junior high school students' English writing ability.