A Study On The Influence Of Teacher-student Cooperative Assessment On Middle School Students’ Writing Output Strategies

Writing is the output section of language knowledge and it is also a creative process,which is the way to make progress in the comprehensive use of English.Therefore,scholars at home and abroad have explored the effective teaching of English writing.In the teaching of English writing in middle schools,most of the secondary schools in China adopt large class teaching.It is difficult for teachers to comment on each student’s composition one by one.In order to solve some problems in English writing,Professor Wen Qiufang proposed the teacher-student cooperative assessment.The research is based on the output-driven,input-enabled hypothesis,assessment-based hypothesis and cooperative learning theory,discussing on the following three issues: 1.How do teachers use TSCA in the writing assessment classes? 2.What are the effects of TSCA on the use of writing output strategies of students? 3.How to use TSCA more efficiently and effectively? In this research,two teachers who used teacher-student collaborative assessment and 90 students of two classes in second grade of Q school.The research lasts for two months.First,classroom observation is used to understand how teachers use teacher-student collaborative assessment.Second,a questionnaire is used to investigate students’ use of writing output strategies.Finally,interviews are conducted to understand problems in using teacher-student cooperative assessment and how teachers can use it more effectively.The study finds that there are some problems in using of teacher-student collaborative assessment.For example,the design of assessment focuses mainly concentrate on students’ linguistic aspects and less on students’ text organization;a single way of guiding students to discover the focus of assessment and the shortage of after-class implementation session.The use of teacher-student cooperative assessment has a good impact on students’ English thinking strategy,adjusting strategy,lexical selecting strategy,and discourse cohesion strategy,while outlining,the W-question method,and sentence arranging strategies needed to be improved.Therefore,when using teacher-student cooperative assessment,teachers should balance the selection of focuses;follow the process of teacher-student cooperative assessment;improve their own knowledge of teacher-student collaborative assessment to promote students’ use of writing output strategies in the classroom.