A Study on the Enhancement of Higher Vocational Students’ English Writing Ability by the Principle of Teacher-Student Collaborative Assessment in the Production-Oriented Approach

Abstract

Abstract This paper introduces the basic content and characteristics of the production-oriented method and teacher-student collaborative assessment, shows the complete process of teacher-student collaborative assessment, and presents the overall evaluation design and implementation of teaching. Applying its theory to English writing teaching, it analyzes the English writing test paper, English writing learning interest questionnaire, and scale before and after the experiment. After analyzing, it can be seen that the signature. The value in terms of total score pre-test scores between Group X and Group Y is 0.54. The Sig. values in terms of vocabulary, structure, and total scores in the post-test between group X and group Y are 0.003, 0.004, and 0.002, respectively, which is a significant difference. In the comparison of the pre-test and post-test scores of group X, the post-test scores were significantly higher than those of the pre-test scores (Sig<0.05). Therefore, the teacher-student collaborative assessment method centered on the production-oriented method is effective to be used in English teaching in higher vocational colleges and universities, which provides new research insights for improving and upgrading English writing teaching.