非英语专业大学生对师生共建写作评分标准感知的质性研究
A Qualitative Research into Non-English Major Students'Perceptions of Student-Instructor Writing Rubric Co-construction
徐鹰 1杨梦妮1
作者信息
- 1. 华南理工大学 外国语学院,广东 广州 510641
- 折叠
摘要
本研究采用质性方法分析了非英语专业大学生对师生共建写作评分标准的感知及其影响因素.研究对象为某高校 38 位修读"学术英语"的大一学生.研究数据包括他们填写的叙事框架和对其中 6 位学生的回溯性访谈.研究发现,全部学生都赞同该评估模式,认为它不仅是一种有效的教学手段,也是一种有效的评估手段,能实现"以评促学"与"以评为学",值得在课堂中推广;在教学应用上应注意搭建各类评估脚手架、控制评分标准不同等级之间的限定词以及加强对语言能力相对较弱学生的指导.
Abstract
This study investigated how non-English majors perceived the student-instructor writing rubric co-construction and the factors which might influence their perceived usefulness of such method by adopting a qualitative approach.Participants were thirty-eight first year university students who were then taking the course of"English for Academic Purposes".The data collected consisted of their narrative frames and six informants'retrospective interviews.Findings demonstrated that all students were in favor of this innovative assessment form.Besides,writing rubric co-construction,perceived as an effective tool of both teaching and assessment,is worth applying in the context of classroom instruction as it can fulfill the dual role of"assessment for learning"and"assessment as learning".Lastly,attention should be paid to providing various assessment scaffolding materials,controlling the qualifiers between different levels of the rubric as well as offering more guidance to lower-proficiency students.
关键词
共建写作评分标准/学生感知/学术英语/叙事框架/回溯性访谈Key words
writing rubric co-construction/students'perceptions/English for Academic Purposes/narrative frame/retrospective interview引用本文复制引用
基金项目
国家社科基金一般项目(22BYY089)
华南理工大学教改项目(x2wy-C9233142)
出版年
2024
NETL
NSTL
万方数据