An Action Research Of Teacher-Student Collaborative Assessment Based On Production-Oriented Approach On English Writing Teaching Of Senior High School

As an expressive skill,English writing can measure students’ overall English quality,and assessment is an indispensable part of English writing teaching.So,the assessment method has an important influence on students’ English writing improvement.For this reason,choosing a reasonable and efficient way to assess writing is crucial to English writing teaching.However,there are problems in English writing teaching in current senior high school,such as the absence of assessment participation,the lack of assessment content,and the single assessment method,which makes it difficult for students to get timely and effective feedback,and is not conducive to the improvement of students’ English writing,and thus affects the efficiency and effectiveness of writing teaching.Teacher-Student Collaborative Assessment(TSCA)is a new form of assessment created by the Production-Oriented Approach(POA),which aims to solve the problem of inefficient and ineffective assessment.It organically combines teacher assessment,student self-assessment,peer assessment and machine assessment,giving full play to the advantages of multiple assessment methods and making the assessment of writing teaching more flexible and diverse.In this thesis,a four-month teaching practice is conducted by applying the Teacher-Student Collaborative Assessment based on Production-Oriented Approach to senior high school English writing teaching.This teaching practice was carried out in a senior high school in Henan Province,and the research subject was a Grade Two class.The specific research questions were:1)What’s the effect of Teacher-Student Collaborative Assessment based on Production-Oriented Approach on senior high school students’ English writing? In what aspects?2)How does the Teacher-Student Collaborative Assessment based on Production-Oriented Approach affect senior high school students’ attitudes toward English writing?After teaching practice and analysis of related results,the author found that:1)Teacher-Student Collaborative Assessment based on Production-Oriented Approach can improve students’ English writing performance.It not only improves students’ English writing performance,but also contributes to the improvement of the three dimensions of students’ English writing: language,content and structure.2)Teacher-Student Collaborative Assessment Based on Production-Oriented Approach can change students’ attitudes toward English writing.It can improve students’ interest in English writing,alleviate students’ English writing anxiety,and meet students’ needs for English writing learning,and most students hold a positive attitude towards it.Based on this,in view of the problems found in the process of teaching practice and related analysis,the author proposes teaching suggestions for the application of Teacher-Student Collaborative Assessment based on Production-Oriented Approach in senior high school English writing teaching,i.e.,teachers should select typical samples and determine the focus of assessment in a targeted way;give students enough space to exert their autonomy;and teaching should be adjusted according to the reality.The author hopes that the above suggestions will bring new ideas and insights to the teaching of English writing in high school.