A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students＇ EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students＇ perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students＇ perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.

A Sentinel-Based Peer Assessment Mechanism for Collaborative Learning

This paper introduces a novel mechanism to improve the performance of peer assessment for collaborative learning.Firstly,a small set of assignments which have being pre-scored by the teacher impartially,are introduced as“sentinels”.The reliability of a reviewer can be estimated by the deviation between the sentinels’scores judged by the reviewers and the impartial scores.Through filtering the inferior reviewers by the reliability,each score can then be subjected into mean value correction and standard deviation correction processes sequentially.Then the optimized mutual score which mitigated the influence of the subjective differences of the reviewers are obtained.We perform our experiments on 200 learners.They are asked to submit their assignments and review each other.In the experiments,the sentinel-based mechanism is compared with several other baseline algorithms.It proves that the proposed mechanism can effectively improve the accuracy of peer assessment,and promote the development of collaborative learning.

On-line Peer Assessment of Chinese Students＇ Oral Presentation in English

The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer assessment enhances interaction and improvement. The result comes up with the conclusion that this way of assessment is effective, especially for Chinese students, to improve efficacy, to develop confidence in oral presentation, and to foster autonomy in learning

Student Peer Assessment

This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.

Assessment:Reconsider its Role in Teaching and Learning

Teaching emphasizes what teachers do;learning emphasizes what pupils understand.Assessment emphasizes what pupils can show they know.The purposes for assessment are:diagnosis,evaluation,guidance,grading:selection and prediction.Assessment has two main functions:summative assessment and formative assessment.Formative assessment is used in the development or improvement of educational process.It’s the assessment for learning.Summative assessment is used in decision-making at the end of a educational process.It’s the assessment of learning.Formative assessment enables teachers to gain detailed information on the difficulty for each student.Educational assessment should be best suited for its purpose for guiding the learning and teaching.Formative assessment should be high lightened and needs to be fixed in the teaching and learning process.\;

Invitation of EFL Learners for the Classroom Assessment

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.

The Effective Implementation of Formative Assessment in College Students' Listening Class

The purpose of this assignment is to provide the features of formative assessment and discuss its impact on students' learning, especially in the area of listening improvement, as well as to provide possible suggestions for teachers to improve Chinese learners' learning under the present assessment system.

Changes in Argumentation Performance:Effects of Teacher-Student Collaborative Assessment

This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment(TSCA)and trained peer review assessment(TPRA).Dependent variables include occurrence of structural elements of the simplified Toulmin model,and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements.Eighty-one sophomore English majors from TSCA group(n=41)and TPRA group(n=40)were asked to construct two argumentative essays at both the beginning and the end of the semester.The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data.Additionally,the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim,rebuttal claim and rebuttal data.

The Implementation of the Common Assessment Framework at the General Hospital of Attica “KAT”

This paper discusses the implementation of the Common Assessment Framework(CAF)in the Greek civil service.CAF is based on the principles of total quality management(TQM)and is a tool for improving the performance of public bodies.Key element in its implementation is the dimension of organization self-assessment.This article defines the conceptual framework and analyses the management terms related to its application.Methods used include a review of academic and practical literature,as well as the case study of a particular department of the Greek public administration:a public hospital.In addition,the paper presents the prerequisites for CAF implementation and provides a detailed description of the criteria.Finally,implementation progress in the selected public service is assessed and some recommendations for improvement are made.In conclusion,good practices and lessons learned from the implementation of the CAF are discussed.

Environmental impact assessments should include rigorous scientific peer review

Twenty USA states or jurisdictions and 125 nations have modeled national environmental policies after the National Environmental Policy Act.That act mandates that federal agencies initiate environmental impact statements(EISs)when substantive environmental or human health consequences are likely because of an agency action related to proposed development projects.The science used to inform the EIS process,however,does not require independent scientific peer review(ISPR)in the USA or most other nations.But ISPR is needed for governments to accurately inform the EIS decision-making and public reporting processes.Instead,science is routinely manipulated during EIS reviews to generate expedient project outcomes with substantially negative ecological,political,and long-term economic consequences.We provide four examples of EISs that lack ISPR,as well as four examples where reviews by independent scientists were helpful to improve agency decisions.We also recommend that independent scientists(no affiliation with the project proponents or agencies overseeing projects)be used to help assess potential environmental and socio-economic impacts,as well as offer appropriate risk assessments,study designs,and monitoring timeframes.We conclude that nations should convene formal reviews using independent scientists as a form of peer review in the EIS process.

基于在线同伴互评的内隐行为规律挖掘及其影响机理研究

学习行为规律能够有效预测学业成绩,是开展个性化教育的关键,但大部分研究成果以探究学生的外显学习行为为主,对学生内隐行为的分析与挖掘较少。同伴互评是表征学习内隐行为的重要方式,文章以其产生的评语和反馈为分析对象,采用定量内容分析、滞后序列分析法和社会网络分析法,从情感、认知和元认知角度分析高、低成绩学生的内隐行为,并引入系统动力学方法剖析基于在线同伴互评的内隐行为影响机理。依据同伴互评中内隐行为所表现出的情感、认知和元认知差异,洞悉学习过程数据背后隐藏的学习成长轨迹,促进学生自主学习,支持教师及时、精准、有效地进行在线学业预警。

基于Peerceptiv智能系统的写作质量同伴互评认知网络分析

写作质量是研究生教育与培养水平的集中展现,也是个体学科专业认知发展的外在表现。同伴互评作为强化多元评价和落实评价改革的重要手段,发挥着提升论文写作质量的教育意蕴。已有研究将同伴互评作为辅助论文写作的方法,但尚未系统分析影响论文高质量写作的同伴评语认知差异。以Peerceptiv同伴互评智能系统为例,基于参与引导、匿名互评、回评协商、反思重构和评价总结等写作环节,采用认知网络分析法对高、低论文写作质量的评价者认知网络结构进行挖掘并研究。研究发现,高质量组与低质量组的认知分布特征存在显著差异:高质量组在同伴互评中的各认知节点数均高于较低质量的研究生论文,且更倾向于“参考引用”;而低质量组则更关注“解释说明”。研究成果揭示了不同写作质量学习者群体的认知结构差异。在基于同伴互评的写作评价教学实践中,应进一步强化参考引用的评价导向、提供计算机支持的支架策略、设计群体感知的互评问责制、重视教师主导,以切实保障评价实践的科学有效与论文质量的稳步提升。

Comparison Between Peer Mediation and Teacher Mediation in Dynamic EFL Writing Assessment:A Case Study

The present case study explores the effects of mediation of dynamic assessment （DA） on EFL writing development of English majors. Two junior English majors and their English writing teacher in a Chinese university were involved in a DA writing task. Student B was asked to write an application letter in English of around 500 words during her spare time. Student A and the teacher, as the mediators, tried to help her improve the essay based on her Zone of Proximal Development （ZPD）. The dialogues in the two mediation processes were recorded and transcribed. Analysis of the data from Student B＇s compositions and the recorded talks during the mediation process showed that there are some similarities between the two mediations including making more use of implicit prompts to guide the learner and playing a positive role to facilitate EFL language growth, especially grammar. The.analysis, however, also showed great differences. The teacher tutor attempted more prompts and more implicit strategies than the peer to show that the teacher could do a better job in exploring the learner＇s ZPD. Even so, the peer might be of important help in improving the language and content before a teacher mediation in the DA process.

在线同伴互评活动中学习者批判性思维发展轨迹研究——以“C语言程序设计”课程为例

批判性思维是数智时代人才需要具备的高阶思维,开展同伴互评活动是学习者批判性思维发展的有效途径。批判性思维属于内隐性思维,活动中难以发现学习者批判性思维的发展轨迹,而认知网络分析法能够有效分析数据中各元素之间的关系,为研究学习者批判性思维的发展轨迹提供了新的方法。基于此,本研究采用认知网络分析法收集在线同伴互评活动中的互评评语数据,以揭示不同阶段、不同组别的学习者在批判性思维发展轨迹上的差异。研究发现:(1)学习者从初始阶段到优化阶段,再到提升阶段的批判性思维发展轨迹不同,逐渐由低层次要素向高层次要素发展;(2)高、低能力组学习者在初始阶段、优化阶段的批判性思维发展轨迹存在显著差异,在提升阶段逐渐趋于相似。

评价支架如何影响在线同伴互评交互质量?——基于SOLO分类理论的视角分析

学习者充足的交互是保证同伴互评有效性的重要途径。为解决当前在线同伴互评中缺乏对同伴之间深度交互的引导,导致学习者交互处于较浅层级等问题,以SOLO分类理论为指导,围绕5种不同的思维水平设计评价支架,以“现代教育技术”课程为例,采用准实验研究法,对评价活动产生的交互文本进行量化内容分析,以及对学习者的作品改进情况进行分析,探究评价支架对在线同伴互评交互质量的影响。研究发现:(1)评价支架能够显著提升学习者参与互评活动的交互结果质量;(2)评价支架促进学习者的交互深度由浅层级向更深层级转化;(3)学习者对评价支架持认可态度,评价支架作为一种评价工具,可以有效指导互评活动,促进学习者自身的课程学习。

AN INVESTIGATION OF SCORER RELIABILITY OF SELF AND PEER ASSESSMENT OF EFL WRITING AMONG CHINESE COLLEGE STUDENTS

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.

颠覆性指数测度有效性评估及其影响因素研究

[研究目的]颠覆性指数的提出为量化分析科学研究的创新性提供了新的视角和方法,探究颠覆性指数及其改进方法的有效性和影响因素有助于研究人员深层理解并合理运用相关定量计算方法,并为其今后的算法改进与拓展应用提出参考建议。[研究方法]选取Science期刊上发表的生命科学领域论文为研究数据集,以同行评议结果为基准评估四种典型颠覆性指数的有效性,并通过回归分析探索引用关系和合作关系等影响因素与颠覆性指数的相关性,分析引入相关影响因素对颠覆性指数进行改进的可行性。[研究结论]结果表明,不同颠覆性指数改进方法表现出不同的效度,其中Dn指数和Rela_DZ指数在测度颠覆性创新程度时表现更好。此外,参考文献数和作者数与颠覆性创新程度呈负相关关系,机构数与其具有正相关关系,可将其相关指标纳入颠覆性指数计算方法中以进一步改进及拓展颠覆性指数的应用。

SYNCHRONOUS LEARNING NETWORK:HOW COLLEGE STUDENTS USE PEER ASSESSMENT TECHNIQUES IN EVALUATION OF THEIR WRITING

This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed while assessing each others writing and student response to assessing each other s writing in a SLN context. The findings indicated that these students received many assessments during each peer assessment activity. They preferred to use assessing techniques of less critical types, and had po...

面向多用电主体的移动储能点对点交易控制方法

移动储能作为具有可移动、强灵活性的储能设备,能够对接多类型的用电主体,实现电量的时空转移,与点对点交易具备的去中心化、随时申报、使购售电主体直接对接交易等特性十分契合。文章设计了面向多用电主体与移动储能的点对点交易控制方法,建立了移动储能点对点交易运行的框架结构以及交易流程;通过设计移动储能容量使用权拍卖合约及控制合约,构成双层智能合约,以实现移动储能容量的拍卖、容量的控制使用以及对购售电主体的交易信息管理和结算等功能,并构建了购售电主体效益评估指标。最后通过算例验证了所提方法的有效性及优越性。

Formative Assessment of Programming Language Learning Based on Peer Code Review: Implementation and Experience Report

In programming courses, the traditional assessment approach tends to evaluate student performance by scoring one or more project-level summative assignments. This approach no longer meets the requirements of a quality programming language education. Based on an upgraded peer code review model, we propose a formative assessment approach to assess the learning of computer programming languages, and develop an online assessment system(OOCourse) to implement this approach. Peer code review and inspection is an effective way to ensure the high quality of a program by systematically checking the source code. Though it is commonly applied in industrial and open-source software development, it is rarely taught and practiced in undergraduate-level programming courses. We conduct a case study using the formative assessment method in a sophomore level Object-Oriented Design and Construction course with more than 240 students. We use Moodle(an online learning system) and some relevant plugins to conduct peer code review. We also conduct data mining on the running data from the peer assessment activities. The case study shows that formative assessment based on peer code review gradually improved the programming ability of students in the undergraduate class.