A Comparative Study Of Teacher-Students Collaborative Assessment In Senior High School

In 2016,based on production-oriented approach(POA),Wen Qiufang proposed a new teaching feedback assessment which is called teacher-student collaborative assessment(TSCA).Some researchers have tried TSCA in junior high school and find that compared with single feedback,TSCA is more effective in improving students’ English writing.With an aim to determine a more effective way of feedback,the research tries to conduct a comparative study between TSCA and Combined Feedback Assessment(CFA).The subjects of this research are high school students in two paralleled classes of Ankang Middle School and the research lasts for half a semester,in which writing tests,questionnaires and interviews are employed as experimental instruments.While CFA is applied in the controlled class,TSCA is applied in the experimental class.The study tries to find out answers to the following three questions: First,what are the differences between CFA and TSCA when it comes to improving students’ English writing? Second,what are the advantages of TSCA compared with CFA? Third,what are the students’ attitudes towards TSCA?Results of the pretest shows that there is no significant differences between the two classes on English writing before the teaching research.Results of the posttest shows that compared with CFA,TSCA is more effective in improving students’ English writing and the advantages of TSCA mainly lie in two aspects: one is the better cooperation between students and teacher,the other is training with clearer purpose.Besides,more than 78% of students think highly of TSCA.There are some implications and suggestions after the research.When conducting TSCA,it is advisable for the teachers to offer the students who are not good at English writing with more writing guidance and language help,and grouping the students according to their overall language proficiency is also strongly suggested.What’s more,teacher’s final assessments are also indispensable.