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自我评估是课堂评估的一种重要方法,但是对学习者如何进行自评的研究较少。本文旨在研究评分专家根据大学英语四级考试(CET-4)作文评分标准标注的范文对学生作文自我评估的作用。来自华南理工大学两个班的54位本科一年级学生参与了本研究,实验组和对照组各27人。在一学期的教学实验中,实验组在自我评估时可以参考评分标准和标注范文,而对照组只有评分标准。统计分析结果显示,两组学生的后测成绩有显著差异(t=4.568,df=52,p<0.001),实验组的后测成绩平均值(11.83)显著高于对照组(10.57);实验组完成的问卷结果显示,学生能够理解范文的标注内容,赞同范文的标注内容,范文的标注对学生进行自我评估有帮助,在修改作文时学生会学习高分范文的优点。从社会文化理论视角来看,标注范文能起到“重要他者”的作用,因此,该方法有助于学生内化评分标准,掌握评估方法,提高写作能力。
Self-assessment is an important method of classroom assessment, but there are few studies on how learners conduct self-assessment. The purpose of this paper is to study the role of marking experts in the essay self-assessment of students’ essay based on the CET-4 essay grading standards. 54 first-year undergraduates from two classes of South China University of Technology participated in the study, with 27 in each experimental and control group. In a semester teaching experiment, the experimental group can refer to the grading standard and the annotating pamphlet in the self-assessment, while the control group has only the grading standard. The results of statistical analysis showed that there was significant difference between the two groups (t = 4.568, df = 52, p <0.001), and the average score of the post-test in the experimental group (11.83) was significantly higher than that of the control group The completed questionnaire shows that students can understand the annotation content of the paraphrase, agree with the paraphrase content of the paraphrase, and annotate the paraphrase helps the students to self-evaluate. When modifying the composition, the student will learn the merits of the high-grade paraphrase. From the perspective of socio-cultural theory, the annotation of Pham Van can play a role of “important other ”. Therefore, this method can help students to internalize the grading standards, master the assessment methods and improve their writing abilities.