大学英语写作自我评估的实验与分析

Experiment on and Analysis of Self-Writing Assessment of College English Writing

本研究以云南某高校大二年级英语高水平组和低水平组学生为对象,采用实验的方法,对学生进行写作自我评估标准培训。让学生用统一评分标准对按要求完成的作文进行自我评判,让教师用相同的评分标准评改学生的作文。然后通过相关数据分析学生自评的平均分与教师评估的平均分是否有显著差异。同时分析和揭示学生自评与教师评分是否具有显著意义的相关关系。研究结果表明,高水平组学生的作文自评与教师的评估十分接近,而低水平组学生对自己的写作能力不能做出正确的判断。文章指出本研究的局限性和今后的研究方向。

This paper presents the result of an experimental study by applying the self-writing-assessment to students＇ English compositions. The subjects divided into high-level and low-level groups are sophomores in a college in Yunnan. Before the experiment, both groups are trained how to assess their papers with the given self-grading standards. Then they are asked to finish an English composition on the same title and within the same phase of time in class. The results of students＇ self-assessment are then compared with those of the teachers by using ANOVA and Pearson correlation analysis. The results show that the high-level students＇ self-assessments and teachers＇ assessments are very close, while the low-level students can hardly make right judgments on their writing skills. In the paper the limitations of this study and future research directions are also pointed out.