• Login
  • Register
  • Search

A Study on the Impact of Teacher-Student Collaborative Assessment Model on Students’ Engagement in the English Speaking Classroom

Jiahui Tang


Assessment of teaching and learning is an important part of education and teaching. Appropriate assessment methods can effectively improve teaching efficiency and student engagement in class. This study was designed based on the Teacher-Student Collaborative Assessment (TSCA) model. A combination of quantitative and qualitative research paradigms was used to compare the teaching practices of the experimental and control classes. SPSS analysis shows that students in the experimental and control classes have significant differences in classroom engagement, with the TSCA model producing significantly higher student engagement data than the traditional assessment model. Combined with the student interviews, the study suggests that when implementing TSCA in the English classroom, teachers can use information technology to collect typical samples and carefully select the focus of the assessment to scaffold and guide the assessment process.


TSCA; English speaking classroom; Student engagement; Impact

Full Text:


Included Database


[1] Sun, S. G. A dialectical study of “TSCA”. Modern Foreign Languages, 2019; 42(03): 419-430.

[2] Sun, S. G. A study on the reflective practice of “teacher-student cooperative assessment” in the classroom. Modern Foreign Languages, 2017; 40(03): 397- 406+439.

[3] The State Council of the CPC Central Committee. A general plan to deepen the reform of education evaluation in the new era. People’s Daily, 2020; 10-14(001).

[4] Tao, J. F. Design of English speaking classroom teaching in POA “reading and speaking” mode. Contemporary Foreign Language Studies, 2021; (03): 96-103.

[5] Wen, Q. F. “Teacher-student cooperative assessment”: a new form of assessment created by “output-oriented method”. Foreign Language World, 2016; (05):37-43.

[6] Yang, J. M., Huang, L., & Li, W.H. A study of student engagement in a dialogic synchronous online classroom. China Educational Technology, 2010; (11): 47-51.

DOI: http://dx.doi.org/10.18686/ahe.v7i6.7702