评分量表介入大学英语写作教学评价实证研究
唐友军 1马晓梅2
作者信息
- 1. 西安交通大学外国语学院,陕西 西安 710049;青岛滨海学院文理基本学院,山东 青岛 266555
- 2. 西安交通大学外国语学院,陕西 西安 710049
- 折叠
摘要
为了提升大学英语写作大班教学评价反馈效率,本研究探析评分量表在大学英语写作教学中的干预作用.根据研究需要,对照组遵循教材内容顺序突出写作技能的教学评价干预;实验组则围绕评分量表进行了为期 10 周的三明治干预式群组动态评价实践,包括基于评分量表的前后测、小组自评、互评、教师基于评分量表的书面反馈以及课堂纠错反馈.通过独立样本、配对样本T检验获得了量化数据,通过对观察和问卷调查结果的编码归纳获得了质性数据.研究结果表明,实验组与对照组写作成绩均取得了显著性进步,但实验组学习能动性及投入度提升更显著.评分量表起到了标准参考、诊断测评、中介干预、动态评价反馈等多维工具作用,并弥补了动态评价即时诊断的不足以及诊断评价与即时教学分离的不足.
Abstract
The paper explores the role of the rating scale as an intervention tool in college English writing instruction in large classes to improve the efficiency of assessment and feedback.The control group followed the content sequence of the textbook to highlight the teaching interventions on writing skills,while the experimental group conducted a 10-week interventionist group dynamic assessment in sandwich mode based on the rating scale,including a pre-test and a post-test,group self-assessment,mutual assessment,teacher feedback in written form based on the scale,and classroom error correction feedback.Quantitative data were obtained by independent sample and paired sample t-tests while qualitative data were obtained by coding and generalization based on observations and questionnaires.The results revealed that both the experimental and control group made significant improvements in their writing performance,but students in the experimental group showed a more significant increase in learning motivation and engagement.The rating scale served as a multidimensional tool for standard reference,diagnostic assessment,intermediary intervention,and dynamic assessment feedback,compensating for the lack of immediate diagnosis in dynamic assessment(DA)and the separation of diagnostic language assessment(DLA)from instant instruction.
关键词
评分量表/大学英语写作/动态评价/中介干预/诊断测评Key words
rating scale/college English writing/dynamic assessment(DA)/interventionist DA for mediation/diagnostic assessment引用本文复制引用
出版年
2024
NETL
NSTL
万方数据