同伴互评中的教师实践与学生认识互动研究

A study on the interplay between teachers’ practices and students’ perceptions of peer assessment

本研究聚焦我国东部一所高校3位英语教师一个学年中54课时的课堂评价活动,通过课堂观察、对25名学生的小组访谈、学生反思日记等收集数据,考察同伴互评中教师实践和学生认识的互动关系。研究结果表明,学生初始参与同伴互评时,在认识上对评价者身份、评价能力、评价结果使用存在困惑。学生实施互评时,遇到认知和社会文化层面的困难。学生对同伴互评活动的认识处于动态变化之中,与教师如何设计、实施、监控同伴互评密切相关。研究提出了中国大学英语课堂开展促学同伴互评的相关启示。

This study explored peer assessment enactment in fifty-four lessons of three English instructors over one academic year at a university in east China. It collected data via classroom observation, interviews with twenty-five students from the focus groups, and students’ reflective journals. Findings indicate that students had difficulties in adjusting their perceptions related to identities, assessment ability and use of assessment results in the first round of attempts. They encountered difficulties in the cognitive and sociocultural dimensions when participating in peer assessment. Students’ perceptions of peer assessment were changing and affected by how teachers designed, implemented and monitored assessment activities. The study carries pedagogical implications for implementing peer assessment in Chinese college English classrooms.