A Study On The Effectiveness Of Teacher-student Collaborative Assessment In Senior High School English Writing Teaching

Writing assessment is an important topic in the field of second language acquisition research,and effective writing assessment has a positive impact on students’ writing level.The assessment of English writing in China,however,is predominantly based on a single teachers’ assessment,which is difficult to arouse students’ enthusiasm and interest,and at the same time leads to poor evaluation effect and low evaluation efficiency.Based on this,Wen Qiufang proposed an assessment theory with Chinese characteristics based on the Production-oriented Approach,that is Teacher-student Cooperative Assessment(TSCA),which provides a practical framework and operating principle for writing assessment,and guidance for the improvement of the current situation of senior high school English writing assessment and students’ English writing level.Based on Production-oriented Approach and Cooperative Learning Theory,this study aims to investigate the effectiveness of the TSCA model in senior high school English writing teaching through adopting a combination of quantitative and qualitative research method.In the study,data and information collected from pre-tests and post-tests,questionnaires and interview were processed and analyzed by using SPSS software.The research questions of this thesis are as follows:(1)What effects does TSCA have on senior high school students’ interest in English writing?(2)What effects does TSCA have on senior high school students’ English writing strategies?(3)What effects does TSCA have on the improvement of senior high school students’ English writing ability?In this study,two Grade 2 parallel classes in one Senior High School in Anqing city were selected and randomly divided into an experimental class and a control class.Before the experiment,a pre-test was conducted first,and then questionnaires were distributed in the experimental and control classes to investigate students’ interest in writing and the use of common writing strategies.And then a TSCA teaching model was adopted in the experimental class,while a single teacher feedback model was adopted in the control class.At the end of the experiment,the researcher conducted post-tests in the experimental and control classes and distributed post-questionnaires,and then randomly selected six students in the experimental class according to their grades for the interview in order to learn more about students’ changes in writing interest,writing strategies,and writing ability.By collecting and analyzing the relevant data,the findings are as follows:(1)TSCA can enhance students’ interest in writing and improve their participation in class and writing enthusiasm;(2)TSCA can improve students’ awareness and effect of using writing strategies;(3)TSCA can improve students’ writing performance and writing ability,and among the three aspects of language,organization and content,the improvements of language and organization are especially obvious.Through exploring the effectiveness of using the TSCA model in high school English classrooms experiments,this study is expected to provide some reference for the innovation of the current senior high school English writing assessment and subsequent related studies.