同伴评分反馈应用于大学英语口语形成性评估的实证研究

An Empirical Study of Applying Peer Feedback to Formative Assessment in College Oral Testing

采用定量和定性分析相结合的方法,探讨了评分反馈对教师评分、学生自评与同伴互评一致性的影响,分析学生评分过程中的具体思维报告数据并总结引起评分偏差的原因。结果表明,评分反馈能有效提高学生对同伴口语表达的评判能力。同伴互评与教师评分高度相关,是教师评分的有益补充。而学生自评具有"劫富济贫"的倾向,与教师评分的线性关系较弱。

This paper, adopting quantitative and qualitative study, investigates the influence of feedback upon the agreement amongst teacher-, self-, and peer-assessment, analyzes the data of students＇ thinking and summarizes the causes of assessing bias. Results show that feedback enhances students＇ ability of peer-assessing effectively. Peer-assessment is a beneficial supplement and highly related to teacher-as- sessment. However, self-assessing tends to overrate low performance and underrate high performance, which has weaker linear relationship with teacher-assessment.