An Action Study Of Teacher-student Cooperative Evaluation In High School English Summary Writing Commentary

Summary writing,as a new type of English writing test item,appears in the College Entrance Examination,in order to meet the requirements of English Curriculum and Examination System Reform in senior high school.It is bound to require teachers to constantly improve students' ability of summarizing the main content of the given texts for reading.Effective evaluation methods can promote the development of students' summary writing ability.However,traditional one-fold evaluation by teachers would lead to students losing interest in English writing,and,thus,their writing proficiency cannot be effectively improved as expected.Therefore,teachers and students can work together to evaluate the students' writing,which may be an effective way to help them improve their summary writing proficiency.Teacher-student Collaborative Assessment(abbreviated as TSCA)was proposed by Wen Qiufang and her team in 2016,for the problems of low efficiency and poor effectiveness of achievement assessment,in order to balance teacher's evaluation and other evaluation methods,arouse students' enthusiasm to participate in the evaluation process,and effectively realize the combination of evaluation and learning.For this purpose,action research is an effective method to solve practical problems in education and classroom teaching,to investigate whether teacher-student combination can improve the current situation of English summary writing instruction in senior high school.By this method,teachers can adopt TSCA and constantly test its effectiveness in the real classroom teaching practice,with the purpose of solving the problems of students' low interest and poor assessment efficiency in the high school writing classes.The study,taking 58 students as research subjects from Class 3 Grade One of Suqian Middle School in Jiangsu Province,conducted three rounds of action research lasting for 18 weeks.In each round,an action plan was designed and carried out according to the three phases of TSCA:pre-class,in-class and post-class phases,and quantitative and qualitative methods were adopted to analyze the data of questionnaires,test scores and the interview among the subjects.The study attempted to address the following two questions:(1)Can TSCA contribute to the improvement of senior high school students' summary writing proficiency? If it can,what are the specific effects?(2)What is the influence of TSCA on senior high school students' English writing attitude?The final results showed that:(1)TSCA could effectively improve students' summary writing proficiency,with significantly positive changes in the sub-items of content,language and structure of their summaries.(2)TSCA could effectively enhance students' writing attitude.From their emotional perspective,students' writing interest and confidence were greatly improved;from their cognitive perspective,students were much clearer about their writing objectives;from the perspective of teacher-student relationships of collaboration,students valued positively the feedback from teacher and peers,and accepted highly the Teacher-student Collaborative Assessment,teacher's analysis of evaluative remarks about their summary writing and their function on the improvement of their writing ability;and from perspective of writing behavior,the majority of students could be enthusiastically involved in various class activities for assessment,and gradually formed the habit of polishing up their compositions after class.Of course,this study,due to the limitation of time and conditions,still had some deficiencies,such as small sample of respondents and relatively single type of writing samples.On the whole,however,the results of this study were satisfactory,which confirmed the feasibility of TSCA application to high school English writing classes and enriched the evaluation methods of high school writing teaching.Particularly,TSCA has brought positive changes to students' writing attitude and writing behavior,which has truly reflected students' dominant roles in the English classes.All these have brought new enlightenment to the effective development of English writing instruction in senior high school.