Through questionnaires and interviews,this study investigated the longitudinal influence of learning contexts on the validity of diagnostic score reports on English reading ability.The results showed that:(1)the students consistently rated the diagnostic score reports highly in terms of"meaningfulness","relevance",and"benefit";(2)with increased frequency of score report use,the students in the peer-cooperating group and teacher-assisted learning group rated the"sufficiency"dimension higher than those in the self-learning group;(3)interviews indicated that both the peer-cooperating and teacher-assisted learning groups recognized the"benefits"of the score reports,despite the fact that the dimension was rated higher by the teacher-assisted learning group.Drawing upon these empirical results,the study proposed a revised framework of feedback,and provided implications for the design and use of diagnostic score reports,as well as the teaching practice of English reading.
关键词
英语阅读能力诊断报告/测试使用论证框架/学习情境/历时研究
Key words
diagnostic score report on English reading ability/Assessment Use Argument/learning context/longitudinal study
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