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

The English writing assessment has long attracted extensive attention from scholars and front-line teachers.Nevertheless,how to achieve efficient and effective assessment outcomes on English writing has been a challenge and dilemma haunting English teachers.To address this issue,Professor Wen Qiufang proposed the theory Teacher/Student Collaborative Assessment（TSCA）,which combines teacher’s assessment,peer assessment,machine assessment and other methods together while integrating assessment,teaching and learning process.This approach is initially adopted to increase the efficiency in assessing English compositions of university students.Since senior high school students are also encountering the same situation and also meet the basic requirements mentioned by Professor Wen Qiufang,so this research applied TSCA,originally targeted for university teachers and students,to the collaborative assessment between teachers and students from senior high schools.The research subjects for this paper are students in grade one from two different classes at similar academic levels from the same senior high school,which is located in a city in the south of Guangdong province.The whole experimental teaching practice spans one semester.The research questions are as follows:1.What are the impacts that TSCA has on students’ English writing ability?2.What is the influence that TSCA has on students’ participation and sense of gain in English writing ?3.Have students acquired a new understanding of assessing their English writing?By comparing the scores of students’ English compositions in terms of contents,language and structure respectively before and after the writing assessment classes,and conducting a qualitative analysis on the results,it is discovered that TSCA has played an important role in enhancing senior high school students’ English writing ability.Meanwhile,the results of questionnaires,reflective interviews,and interviews at the end of the semester have proved that TSCA has exerted a positive influence on students’ participation in writing class and their sense of gain.And when it comes to how to assess one’s writing,students realized that writing assessment and revision is not only the job of teachers,but also one of the methods for them to improve their writing ability.To sum up,this paper demonstrated to teachers a case in which TSCA was applied to the process of teaching senior high school students to learn English writing.Here are the suggestions proposed: firstly,clear focus should be outlined in writing assessment classes;secondly,when conducting a writing assessment with TSCA,an overall measurement should be made to help students comprehend the assessment process as a whole;thirdly,students should be taught to enhance their writing ability through assessment.Furthermore,if teachers believe that students are weak in writing,and there is a deficit in students’ participation and sense of gain,TSCA might be a good choice.Obviously,this research has its own limits due to the short period in practice,and the involvement of insufficient classes.However,these still can’t undermine the effective role of TSCA in improving students’ engagement in writing,sense of gain,and writing ability.