Research On The Influence Of "teacher-student Cooperation Evaluation" On English Writing Of High School Students Of Different Levels

As a language output skill,English writing has always been at the basic and core position in English teaching,and it can comprehensively reflect the language competence of students.Writing class requests students to learn automatically to improve language competence on the premise of mastering basic language knowledge.But now,the English practical writing teaching and the writing skills of senior high students don't reach the ideal level,combined with the limited time of senior high school students,the over-sized classes,and the heavy assignment tasks for teachers,so how to quickly and effectively improve students' English writing level and then improve their English language competence are an urgent problems to be solved.With the current situation of education in China,Teacher-Student Collaborative Assessment(hereinafter referred to as TSCA)is proposed by Professor Wen Qiufang in 2016 to solve the problems in writing teaching that teachers can't put forward a timely and effective assessment of every productive task in large-scale classes.Although TSCA has been applied to many universities and achieved good results,it is no clear answer to different levels of senior high school students.Based on Production-oriented Approach and Constructivism Theory,taking practical writing of senior one students as example,this paper discusses the effects of TSCA on senior high students' English writing at different levels,and answers three questions: 1)Does TSCA affect the English writing competence of advanced,intermediate,and low levels of senior high school students? 2)Are there any differences among the influences of TSCA on English writing competence for advanced,intermediate and low level of senior high school students? 3)What do teachers and students of various English proficiency levels think of TSCA?The study aims to make a comparative experiment on the writing teaching of two parallel classes in No.1 middle high school of a city in the southwest of Shandong Province.The two parallel classes are randomly divided into experimental class and control class,the experimental class employs TSCA teaching method while the control class uses traditional teacher assessment.In order to guarantee a more convincing experimental results,this paper combined qualitative analysis and quantitative analysis.Qualitative method(SPSS software)is mainly used to analyze experimental data,and quantitative methods such as interview and formative evaluation are used to analyze teachers' and students' attitudes towards TSCA and the participation of class activities for different level students.The research results are listed as follows: 1)TSCA has a positive effect on English writing competence for students of various language proficiency levels.2)TSCA has a significant difference in the improvement of English writing competence for students of various language proficiency levels.It shows that students' English writing competence at low level gets great improvement,and intermediate level of senior high students' get obviously improvement,while there is little effect for advanced level students in a short time under the guidance of TSCA.3)Teachers and students of different levels hold a positive attitude towards TSCA and they agree with the beneficial effect of TSCA on English writing competence.This study has certain theoretical significance and pedagogical implications.This study proves again that multi-teaching evaluation is superior to single teaching evaluation,and enriches the theory of writing evaluation.This study demonstrates that Teacher-Student Collaborative Assessment can effectively improve the English writing competence for students of various language proficiency levels,and provide theoretical basis for hierarchical teaching in senior high school.The following pedagogical implication suggestions are obtained after the research: it's necessary for teachers to select different level writing samples for students,and consider the differences of individuals.Based on the actual situation of teaching,TSCA will be fine-tuned and applied to the writing teaching,so as to promote the reform of English writing teaching.