基于多层面Rasch模型的英语写作教师评分与同伴互评对比研究

Comparative study of teacher rating and peer assessment in English writing based on multi-facet Rasch model

基于多层面Rasch模型,本文对比分析了大学生英语作文的教师评分与同伴互评的评分质量,以及在写作教学中引入同伴互评的可行性与必要性。研究表明:从总体宽严度、自身一致性等指标上看,教师评分员的评分质量明显高于学生评分员;但整体而言,两类评分员的评分结果具有较高的一致性,这表明对于形成性评估的大学英语写作测试而言,同伴互评可以作为教师评价的辅助性手段参与写作教学与评估,从而有效提升评分效度,丰富教学手段,增强英语写作教学效果。

Based on the Multi-facet Rasch Model,this paper compares the rating quality of teacher raters and peer raters,as well as the feasibility and necessity of applying peer assessment in writing pedagogy. The study reveals that in terms of general severity and self-consistency,teacher raters performed significantly better than peer raters. But generally speaking,there exists high consistency in the rating results between the two types of raters. It could then be concluded that as for the formative college English writing assessment,peer assessment could be applied as auxiliary methods in English writing pedagogy so as to effectively improve rating validity,enrich teaching approaches and enhance the effects of teaching English writing.