高校英语教师写作同伴互评素养量表的开发与验证

The development and validation of the tertiary EFL teachers'peer assessment literacy scale for writing

本研究开发了针对高校英语教师的写作同伴互评素养量表,并收集441份问卷,对量表的信度和效度进行了验证。因子分析结果表明,高校英语教师的写作同伴互评素养由7个因子构成:互评价值认同度、互评挑战开放度、互评形式知识、互评目的知识、互评准备能力、反馈提供能力和促学行动能力。7个因子累计解释60.803%的方差,结构方程模型的拟合状况理想,量表的信度系数达到0.891。因此,本研究开发的量表具有良好的信度和效度。描述性统计结果表明,高校英语教师认可同伴互评在写作教学中的价值并理解互评的目的,但对互评挑战的开放度较低,互评形式知识、反馈提供能力、互评准备能力和促学行动能力也有待提升。

This study presents the development and validation of the tertiary EFL teachers'Peer Assessment Literacy Scale for Writing with questionnaires collected from 441 teachers.Factor analysis identifies seven factors:acknowledging the value of peer assessment,openness to the challenges of peer assessment,knowing the forms of peer assessment,un-derstanding the purposes of peer assessment,preparing for peer assessment,providing effective feedback,and promoting follow-up learning actions,accounting for 60.803% of the total variance.The structural equation model shows satisfactory goodness-of-fit,and the Cronbach's alpha is 0.891,indicating good reliability and validity.Descriptive statistics reveals that teachers recognize the value and purposes of peer assessment in writing instruction but show limited openness to its challenges.Improvements are needed in their knowledge of peer assessment forms,as well as their abilities to provide ef-fective feedback,prepare for peer assessment,and promote follow-up learning actions.