摘要
本研究采用小组动态测量方式,在学生写作过程中适时恰当地为学生提供帮助,探讨其对学生写作能力的促进和区别作用,并进一步分析在写作过程中实施小组动态测量,不同写作能力学生所需介入帮助的提示内容的不同。研究结果发现:小组动态测量对低写作能力者之写作能力有较显著的促进效果,但对高写作能力者则没有明显提高效果。
Based on the theory of group dynamic assessment, this study provides students with suitable and timely help in the process of writing. It aims to explore how the dynamic assessment improves and distinguishes students＇ writing ability. By further analysis, this study investigates different needs of students with different writing abilities. The results of the study reveal that group dynamic assessment is more effective for students in lower-level groups to improve their writing ability than those in higher-level groups.
出处
《外语测试与教学》
2011年第3期50-55,共6页
Foreign Language Testing and Teaching
基金
2010年国家社会科学基金项目"语料库数据驱动下的多维度学习者英语语块研究"(编号10CYY042)的相关成果
关键词
小组测量
动态测量
group assessment
dynamic assessment
