A Study Of The Effects Of Teacher-student Collaborative Assessment On Senior High School Students' English Writing Competence

In high school English classes,the single teacher evaluation method is still mostly used.This method of one-by-one writing evaluation not only makes teachers time-consuming and laborious,but also has a long feedback cycle and monotonous model which has always failed to attract students' interest and attention and effectively improve their writing ability.The inefficiency of English writing evaluation has not been completely solved.The "teacher-student collaborative evaluation" proposed by Wen Qiufang can fully mobilize the enthusiasm of students and play the main role of learning by organizing and balancing teacher evaluation and other evaluation methods,making the entire evaluation process more completed and the evaluation results more reasonable and accurate.However,it is not clear how this evaluation method affects students' English writing ability.In view of this,this study attempts to implement teacher-student collaborative evaluation in high school English writing teaching,with the aim of exploring the impact of teacher-student collaborative evaluation on its English writing ability and search for a more efficient writing evaluation model.In this study,108 students in two parallel classes in a high school in Shijiazhuang were used as subjects,and experiments were conducted for 12 weeks by the same teacher.Among them,the experimental class adopted the teacher-student collaborative evaluation,and the controlled class adopted the teacher evaluation.This study has used writing tests and interviews to try to answer the following three questions:(1)What are the effects of applying TSCA on senior high school students' writing competence?(2)Which level of the students at high,middle and low level can be mostly affected?(3)What are the attitudes of students from different English levels towards TSCA? The data obtained is tested and analyzed by software spss 22.0.The research results indicate:(1)The use of teacher-student cooperative assessment has a significant impact on improving high school students' English writing ability.(2)Teacher-student collaborative assessment can improve the overall English writing scores of students at different levels,but it has no significant effect on improving the English writing ability of students in low grades.It can greatly improve the English writing scores of middlelevel students,and can greatly improve the overall English writing scores of high-score students.(3)After the teacher-student collaborative assessment experiment,students' attitudes towards English writing have changed,and their writing enthusiasm,interest,and self-confidence have been greatly improved.Based on the experimental process and experimental results,it is suggested that English teachers should change the teaching concept of English writing and truly "all for the development of students";apply teacher-student collaborative assessment to daily writing teaching in high school,and encourage students to participate in writing evaluation in various forms,through two-way cooperation and interaction to improve students' writing enthusiasm and writing ability,while giving full play to the leading role of teachers,to provide professional guidance in the teaching of writing evaluation.Finally,the author has put forward the limitations of this research,and suggestions and prospects for subsequent researches.