形成性网络考试与大学英语自我调节学习——不同成绩报道形式对自我调节学习的影响

Formative Web-Based Test and EFL Students’ Self-Regulated Learning——The Effect of Different Score Reports on Self-Regulated Learning

项目研究基于网络考试中的形成性评价与反馈机制,设计出一种新型大学英语网考成绩报道单,既告知考生总分,又提供各题型的分数和百分位,以及相应的自我调节策略反馈。新的成绩报道形式以结构方程模型分析得出的认知调节策略使用与各题型成绩间的关系为基础,辅之以定性访谈分析为补充。结果表明,新型网考成绩报道形式较之传统的总分报道形式能更有效地促进学生的英语自我调节学习。

Based on the mechanism of formative assessment and feedback, this research proposes a new way of score report： offering not only the final scores but also the sub-scores, their percentile positions as well as corresponding feedback on self-regulation strategies. The new score report is based on the relationship between the sub-scores and EFL students＇ strategy use of cognitive regulation, which is quantitatively analyzed with the structural equation modeling tool, and is qualitatively complemented by the one-to-one interview. Results indicate that the new score report is more efficient to students＇ self-regulated learning than the traditional one.