同伴互评在大学英语口语教学中的作用

A study of the role of peer assessment employed in college oral English teaching and learning

采用定量分析与定性分析相结合的方法,探讨了同伴互评在普通高校英语专业口语教学中的可行性和有效性。结果表明同伴评分虽然也参照评分量表,但更多地依据评分员的主观感受进行评分。学生与教师的分数分布存在显著差异,教师评分的离散程度更大,而学生分数的同质程度更高。同伴评分反馈在一定程度上提升了学生对评分标准的理解,提高了与教师评分的拟合度。

The feasibility and effectiveness of peer-assessment in oral English class in college Eng- lish teaching is investigated via quantitative and qualitative methods. The results show that peer-as- sessment is more based on the rater＇s （individual＇s） experience rather than the rating scale. The as- sessing is significantly different between the teachers and the students. The assessing of the teachers is more discreet while that of the students is more homogeneous. Compared to the ranges of marks given by teachers, thus displaying the peer-assessing tends to overrate low performance and underrate high performance, higher central tendency. The feedback promotes to a certain extent the students＇ understanding of rating criteria and increases the fitting between peer- and teacher-assessment.