写作诊断测评反馈报告对写作学习的有效性研究——以优诊学(高校版)为例

Investigating the effectiveness of diagnostic writing assessment feedback on learning:The case of UDig

近年来,反馈有效性作为验证诊断测评效度的重要依据而备受关注。但由于我国大规模英语诊断测评系统极少,鲜有实证研究探究诊断反馈报告的有效性。本研究采用问卷和访谈的方法,探讨优诊学(高校版)写作诊断测评对学习的反馈有效性。研究发现,学生对诊断反馈报告给予了积极评价,愿在学习中参考诊断反馈报告,这促进了学生的写作学习。但诊断反馈报告的反拨强度不高,多数学生并未积极参照反馈信息调整学习。研究也发现,学生的学习意愿、语言水平和教师的指导是影响写作诊断反馈有效性的重要因素。最后,本研究基于Shih(2007)的学习反拨效应模型提出诊断测评的学习反拨效应模型,提炼了诊断测评对学习产生的影响及其发生机制。

In recent years,as an important basis for verifying the validity of diagnostic assessments,the effectiveness of feedback has attracted increasing attention.However,due to the dearth of large-scale diagnostic assessments in China,there have been few empirical studies investigating the effectiveness of diagnostic feedback.As such,this study employed questionnaires and interviews as the research methods to investigate the effectiveness of diagnostic feedback in UDig writing assessment for higher education.Findings indicated that the feedback reports had a positive impact on writing because they were perceived positively by students who were willing to refer to these reports when engaging in writing activities.Thus,feedback reports generally enhanced students’learning of English writing.However,the intensity of the washback effect seemed noticeably low,as most students did not in reality actively make use of the feedback to inform their learning.Students’willingness to learn,their English proficiency,and teachers’support were also found to be important determinants of diagnostic feedback effectiveness.Based on Shih’s(2007)washback effect model,this study proposed a revised model in the context of diagnostic assessment,which sheds light on its potential impact on learning and the underlying mechanisms.