An Empirical Study On The Effects Of Teacher-Student Collaborative Assessment On Junior High School Students’ English Writing Competence Based On Production-oriented Approach

The English Curriculum Standard for Compulsory Education(2022 edition)points out that writing,as one of the four basic skills in English,is an indispensable part in English teaching.It plays an crucial role in promoting the development of students’ core literacy.However,the English writing of junior high school students has not reached the expected ideal state,and there are still many problems in the teaching of English writing assessment,such as the single writing assessment and unsatisfactory effect of writing assessment.“Teacher-student Collaborative Assessment(TSCA)” is proposed by Professor Wen Qiufang,which mainly aims to solve the inefficiency of assessment in English writing,and mainly focuses on college students in previous studies.Currently,some researchers have also applied this assessment model to high school students or junior high school students,which contributed to some research findings.Nevertheless,little research has been done on junior high school students,even merely few applications to the effects on different dimensions of writing of junior high school students.This study applied teacher-student collaborative assessment to junior high school English composition teaching,and focused on the effect of this assessment method on junior high school students’ English writing competence.This study attempted to answer the following three questions.(1)What is the effect of teacher-student collaborative assessment based on POA on junior high school students’ English writing competence?(2)What are the main writing dimensions of the effect of teacher-student collaborative assessment based on POA on junior high school students’ English writing competence?(3)What are the effects of teacher-student collaborative assessment based on POA on junior high school students’ writing attitudes and writing efficacy?This study conducted a three-month teaching experiment on two parallel classes of students of grade one in a junior high school in Chongqing.The author applied SPSS 24.0 to synthesize and analyze the data of pretest and post-test composition scores.According to the findings of the survey and the conclusion of the interview,the empirical conclusions are as follows:(1)Teacher-student collaborative assessment has a positive effect on junior high school students’ English writing competence.(2)The main writing dimensions of the impact of collaborative teacher-student assessment based on POA on junior high school students’ English writing competence is mainly reflected on content,language and structure.Teacher-student collaborative assessment can help students enrich the content and language of their writings,improve the structure of their essays,and make them more logical.(3)Students hold positive attitudes toward teacher-student collaborative assessment,and think that it can enhance their interest in English writing and increase their writing efficacy.According to the experimental process and research findings,the study get some teaching implications: firstly,teachers and students should have a more in-depth understandung of the basic theory of TSCA.;secondly,teachers should maximize the needs of the majority of students and focus on the main issues;moreover,teachers can choose whether to use teacher-student collaborative assessment or not according to the learning situation;finally,teachers are supposed to give final assessments.At the same time,suggestions about sample size and research duration are made in relation to the limitations of this research.