An Action Research On The Effects Of Teacher-student Collaborative Assessment On Student’s English Writing Competence In Senior High School

As one of the five fundamental skills in English learning,English writing is an integration of students’ language competence and it plays an important role in the development of their English proficiency.And writing assessment is an important factor affecting writing teaching.The traditional teacher assessment is inefficient and time-consuming,and it can’t improve students’ writing enthusiasm and writing autonomy.However,the Teacher-Student Collaborative Assessment（TSCA）proposed by Wen Qiufang based on Product-oriented Approach（POA）is a new assessment method,which aims to solve the time-consuming and inefficient problem.Although TSCA was designed for POA,its basic concepts and practices can also be applied to the assessment of written and oral output in other teaching methods.Based on this,TSCA is applied to the teaching of English writing in senior high school,in order to solve the following problems:（1）What is the change of student’s attitudes towards writing after application of teacher-student collaborative assessment?（2）What are the effects of teacher-student collaborative assessment on student’s writing competence,especially on language,content and structure?（3）What difficulties do students of different writing proficiency meet after application of teacher-student collaborative assessment?The action research is conducted in a senior high school in Liaoning province from 1st September to 30 th November in the year 2021.This research takes 35 students from a class in the second Grade in a senior high school as research subjects.The researcher uses questionnaires,interviews and tests to conduct two rounds of action research on students,which lasts for 3 months,following the steps of identifying problems,designing action plan,implementing action plan,reflection and assessment,and SPSS 26 is used to analyze the research data.The researcher analyzes the data and reaches the following conclusions:（1）The teacher-student collaborative assessment can enhance students’ interest in writing and change their attitude from negative to positive.（2）The teacher-student collaborative assessment can effectively improve the writing performance and writing competence of senior high school students.（3）The students of different writing levels have different difficulties in the teacher-student collaborative assessment,and researcher provides suggestions for improving writing teaching.