运用分析性评估标准引导大学英语写作课堂动态评估与反馈

本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同时通过多元线性回归分析检测评估标准中的五大元素——写作内容、篇章组织、语言运用、词汇使用和写作规范性来说明其对教学的影响力(R^2=.564)。结果表明,课堂动态评估写作教学能有效提高学生写作能力并促其获得评估知识。

The widely practiced analytic scales in scoring ESL/EFL writing( Jacobs et al.,1981) was adopted as a research tool to direct the dynamic writing assessm ent and corrective feedback in the classroom. In im plem enting the scales,the teacher involved 103 students as participants in peer writing assessm ent and feedback and evaluated their writing accordingly. The results of the paired samples t-test showthat students’ writing scores improved significantly after completing the experiment. Results of multiple regressions suggest that the linear combination of content, organization, language use,vocabulary,and mechanics predicts students’ writing improvement( R^2=.564). Students also showbetter knowledge of writing assessment by involving themselves and evaluating their own writing.