“师生合作评价”对二语写作质量的影响研究

The effects of teacher-student collaborative assessment on L2 writing performance

师生合作评价(TSCA)是“产出导向法”团队提出的新型评价形式。前期相关研究主要为师生合作评价的流程解读和实施原则例析,对写作质量影响的研究相对不足。本研究以英语专业大二学生为研究对象,通过开展三轮师生合作评价,对三种不同体裁的作文进行了分析性评估和客观性考察。结果表明,师生合作评价能够使学生在较短时间内掌握不同写作体裁的要领,但对复杂度、准确度和流利度的提升不显著。最后,本研究为师生合作评价的有效实施提供了两点建议。

Teacher-student Collaborative Assessment(TSCA)was proposed as an innovative method to enhance the quality of L2 writing and the efficiency of assessment.Existing research has described procedures of TSCA and interpreted principles for its implementation,while scant research has investigated its effectiveness on L2 writing performance.The present study,therefore,explores the impact of TSCA on English major students'writing performance through qualitative and quantitative analyses.The results show that TSCA can improve students'global writing performance;however,its effect on complexity,accuracy and fluency fall short of significance.The study also provides implications and suggestions for effective TSCA writing instruction.