A CASE STUDY OF TEACHER-STUDENT COLLABORATIVE ASSESSMENT (TSCA) IN ACADEMIC ENGLISH WRITING CLASSROOMS

Wan Qin, Bihan Jiang

Abstract


Evaluating pupils' productive performance is difficult due to the burdensome task that huge class numbers place on teachers. A new technique of assessment known as teacher-student collaborative assessment (TSCA) was developed in 2016. The teacher is frequently the sole evaluator in traditional evaluation systems, which may have an adverse effect on students' engagement, ability to evaluate themselves, and overall learning outcomes. In order to examine how TSCA could be implemented effectively and methodically in the classroom and how students perceived TSCA, the current study used one intact class as a case.The implications of this study extend to both educators and educational policymakers, providing evidence for the integration of cooperative evaluation practices in academic English writing classrooms. By emphasizing a balanced distribution of evaluation responsibilities between teachers and students, this approach has the potential to nurture well-rounded language learners who are active participants in their own learning journey.

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