A Study On The Application Of "Teacher-Student Collaborative Assessment" To The Teaching Of English Writing In Senior High Schools

In the teaching of senior high school English writing,the effect of assessment has long been unsatisfactory.For example,the undue size of the class makes it difficult for teachers to comment on each student's English composition in detail;there is a large difference in students' English ability and level,so peer assessment is difficult to meet the teaching goals.Therefore,in recent years,“Teacher-Student Collaborative Assessment”(TSCA),a new type of assessment which can avoid the disadvantages of traditional writing assessments and effectively improve the teaching quality has been implemented to English teaching.Guided by Scaffolding Theory and Dynamic Assessment Theory,this study applies TSCA to the teaching of English writing in senior high schools and uses T-unit to verify the language accuracy and complexity of students' English writing,aiming to prove the validity and feasibility of TSCA.Questions to be explored in this research include: 1)How does TSCA affect the language accuracy of high school students' English writing? 2)How does TSCA affect the language complexity of high school students' English writing? 3)How should teachers use TSCA to narrow the differences in English writing ability of students at different levels?From September 2019 to January 2020,two classes are selected as the Experimental Class(EC)and the Control Class(CC)from the first grade of Changxing Island Senior High School in Dalian.The EC implements TSCA,while the CC implements the traditional assessment in the writing class.Through the analysis of the tests,questionnaire,interview and so on,the research results demonstrate that: first,TSCA significantly improves the language accuracy of high school students' English writing and it has a more apparent influence on grammatical mistakes than other mistakes;second,TSCA effectively increases the language complexity of high school students' English writing.Compared with the effect on complex vocabularies,the effect on complex sentence structures is more significant;third,teachers could use appropriate methods to narrow the differences in English writing ability of students at different levels,such as by choosing the assessment focus from easy to difficult,assigning students to heterogeneously grouped teams,and encouraging them to cooperate.In short,TSCA can make up for the shortcomings of other writing assessments,make it easier for teachers to pay attention to and narrow the differences in writing ability among students at different levels,and improve the English writing ability of high school students.So it is worthy of being popularized and applied in the teaching of writing.However,the study has several inadequacies,such as the limited subjects,research time and the type of the writing and the subjects' traditional ideas,which are anticipated to be resolved in the future research.