Learner autonomy,the ability of taking one's own learning in charge,plays an important role in language learning.The paper reviews the definition and the level of learner autonomy,the characteristics of autonomous...Learner autonomy,the ability of taking one's own learning in charge,plays an important role in language learning.The paper reviews the definition and the level of learner autonomy,the characteristics of autonomous learners,the application of learner autonomy in the classroom and out of the classroom and the relationship between learner autonomy and culture.In the paper,the development and the study of learner autonomy in China are also summarized.展开更多
Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative ...Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative assessment,which is characterized by the needs of insiders,is distinct in that it focuses on learning through assessment and the role of the learners in this process.As is well known,teachers' role in the classroom assessment is geared to formulating and scaffolding learning on the basis of on-going feedback from internal and external assessment sources.Peer review,on the other hand,is also an important component of the process of developing assessment.During the formative assessment in the EFL classroom,classroom teachers' evaluation as well as students' active peer scaffolding in group works play important roles in the decision making process.Although the formative and for learning perspective is quite different from the summative and of learning perspective in terms of theoretical and educational orientation.Neither students nor teachers should be ignored in the whole process for formative assessment.展开更多
In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as s...In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.展开更多
文摘Learner autonomy,the ability of taking one's own learning in charge,plays an important role in language learning.The paper reviews the definition and the level of learner autonomy,the characteristics of autonomous learners,the application of learner autonomy in the classroom and out of the classroom and the relationship between learner autonomy and culture.In the paper,the development and the study of learner autonomy in China are also summarized.
文摘Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative assessment,which is characterized by the needs of insiders,is distinct in that it focuses on learning through assessment and the role of the learners in this process.As is well known,teachers' role in the classroom assessment is geared to formulating and scaffolding learning on the basis of on-going feedback from internal and external assessment sources.Peer review,on the other hand,is also an important component of the process of developing assessment.During the formative assessment in the EFL classroom,classroom teachers' evaluation as well as students' active peer scaffolding in group works play important roles in the decision making process.Although the formative and for learning perspective is quite different from the summative and of learning perspective in terms of theoretical and educational orientation.Neither students nor teachers should be ignored in the whole process for formative assessment.
文摘In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.
