The Action Research Of Applying Teacher-student Collaborative Assessment To Teaching English Writing At Senior High School

Although the curriculum reform in recent years has achieved positive results,the problem of low efficiency of writing assessment has not been well solved.Many senior high school English teachers still apply the traditional assessment---teacher assessment as the only assessment.In most areas of our country,a senior high school English teacher teaches more than one class and a great number of students.Therefore,writing assessment brings great pressure.Besides,the traditional assessment cannot well test whether students understand and take in the teacher’s feedback.As a matter of fact,many students cannot understand or directly ignore the teacher’s comments,which makes the students’ writing ability unable to improve effectively.To change this situation,to apply a more efficient and effective writing assessment is particularly important in senior high school English writing teaching.Based on the current situation of English teaching and learning in China,Wen Qiufang(2016)proposed "Teacher-Student Collaborative Assessment"(TSCA).TSCA is a kind of writing assessment proposed to meet the challenges of large English classes,heavy workloads of teachers,and the need for timely and effective evaluation of each output task.By organizing and balancing teacher assessment and other assessments,it can effectively handle teachers’ workloads and fully raise student’s interest and enthusiasm in learning.Based on the production-oriented approach(POA)and the scaffolding theory,this study applied TSCA to senior high school English writing teaching.Through paired sample t-test,this paper confirmed the positive influence of TSCA on students’ English writing competence from three aspects: writing contents,the language,and the structure.Thus,the feasibility and effectiveness of TSCA in senior high school English writing teaching is fully discussed through two main research questions:1)How to implement TSCA in senior high school English writing teaching?2)What are the effects of TSCA on senior high school English writing teaching?In this study,55 students from a class of grade two in No.33 middle school in Nanning were selected as the research subjects.Two cycles of action research were carried out,which lasted for two months.The steps of each cycle of action research included: identifying problems,making research plans,implementing research plans,and reflecting.This study adopted tests,interviews,students’ mutual assessment records and teacher’s reflection journals as research instruments.The results show that TSCA is an effective assessment method to improve senior high school students’ English writing competence.After two cycles of action research,the teacher believes that TSCA can effectively improve the problems of time-consuming and inefficient assessment,and can timely and effectively monitor whether students listen to others’ feedback and make corresponding modifications.Students are willing to participate in TSCA activities and think it can improve their writing competence.The data analysis also shows that students’ scores of composition contents,the language and the structure are significantly improved.