大学英语写作同伴评分的可行性和有效性研究

A study on the acceptability and validity of peer scoring in Chinese university EFL writing classrooms

本研究在大学英语写作课堂中实施同伴评分活动,调查学生对同伴评分的态度和看法,并考察学生整体式评分与分项式评分的信度和效度。结果显示,学生普遍认可并接受同伴评分活动,同伴评分具有可行性;学生整体式评分兼具良好的信度和效度,而分项式评分总体上信度和效度不高。研究进而建议,教师应根据同伴评分活动的定位,合理选择整体式评分与分项式评分。

This study investigates the students＇ attitudes towards peer scoring activities in college English writing classrooms, and examines the reliability and validity of holistic scoring and analytic scoring. The analysis of question- naire data shows that most of the surveyed students accept and are satisfied with peer scoring activities. Holistic scoring has good reliability and validity, while analytic scoring demonstrates relatively poor reliability and validity. Hence the study suggests that EFL teachers should adopt holistic scoring or analytic scoring or both in accordance with the purposes of peer scoring activities.