Research On The Application Of Teacher-student Collaborative Assessment In Junior High School English Writing Teaching

English Curriculum Standards for Compulsory Education(2022 Edition)proposes that the integration of teaching,learning and assessment should be attached great importance in English classroom teaching,so that to cultivate the students’ English core competences and establish a smooth linkage between English teaching in compulsory education and in senior high school.In junior middle school English writing teaching,teachers cultivate students’ core competences such as English language ability,thinking quality,etc.through English writing teaching.However,due to the limited teaching time,the inappropriate assessing methods and other factors,the students usually can’t get timely and accurate assessment,which leads to serious polarization and is not conducive to the future development of students.The theoretical system of Production-Oriented Approach(POA)constructed by Professor Wen Qiufang and her team concentrate on the implementation of the integration of teaching,learning and assessment in English teaching during years of empirical researches.The Teacher-Student Collaborative Assessment(TSCA),which is one of the important teaching processes(Motivating-Enabling-Assessing),has been effectively applied in many empirical studies.However,most studies focus on English teaching at colleges and high schools,and pay relatively little attention to English teaching in junior high schools,especially in junior high school English writing teaching.Therefore,based on the requirements of English Curriculum Standards for Compulsory Education(2022 Edition),the author aims to explore the following two questions in junior high school English writing teaching with the support of TSCA and other teaching processes of POA:(1)How can teachers apply TSCA to cultivate students’ English language ability in junior high school English writing teaching?(2)What effects does junior high school English writing teaching based on TSCA have on the development of students’ thinking quality?Using the experimental method,the author chose the students of two parallel classes in Grade 9 of a junior high school in Zhoushan as the research objects and conducted a fourmonth teaching experiment.The two classes are taught the same writing teaching contents while the difference is that the teacher used the TSCA in English writing teaching in experimental class(EC)and the traditional English writing teaching procedure in control class(CC).The experiment was conducted by means of tests and questionnaires.And the author used Excel and SPSS 26.0 to collect and analyze the data.Through the analysis and discussion,the author got the following results:(1)In the process of English writing teaching,the students in the experimental class modified their English writing homework three rounds according to the unified evaluation standard on the basis of the application of TSCA.After analyzing the collected samples,the author found that the students in EC pay more attention to the cohesion and coherence of the content,and the language accuracy is much improved in the final drafts.The application of TSCA in junior middle school English writing teaching is conducive to the development of students’ English language ability.(2)In the process of English writing teaching,combined with the TSCA,the author analyzed the results of the tests and questionnaires and found that the students in the EC have a better understanding of evaluating their English writing than before and the mean score in EC has increased 2.19 points in the post-test score compared with the its pre-test(p=0.000<0.05).Meanwhile,the mean score of EC is also 2.26 points higher than the CC in the post-test(p=0.024<0.05),which shows that there is a significant difference between EC and CC after the experiment.Therefore,the application of TSCA in junior high school English writing teaching is conducive to the development of students’ English thinking quality.In addition,the author summarizes the teaching implications that the English teachers should apply TSCA and the processes of POA in junior high school English writing teaching flexibly to cultivate the students’ language ability and thinking quality.