本文關(guān)鍵詞： 課堂觀察與報告任務 評分標準 書面評語 焦點小組討論 反饋內(nèi)容分析　出處：《北京外國語大學》2017年碩士論文　論文類型：學位論文

【摘要】：課堂觀察與報告是中國外語測評中心研發(fā)的英語教師證書考試中的一項測試任務。該任務要求考生對一段取自真實英語課堂的教學錄像片段進行觀察并用英文進行口頭報告。為了評價考生的作答表現(xiàn),需要制定一個可靠的評分標準。本研究的目的是為該項測試任務制定評分標準,具體探究三方面的問題:分數(shù)檔、評分維度和等級描述語。本研究采用"焦點小組討論"和"反饋內(nèi)容分析"方法進行研究,收集了39名英語專業(yè)學生和2名高中英語新手教師在該任務中的作答樣本。兩名高校英語教學專家、一名高中英語教研員和一名有經(jīng)驗的高中英語教師參與了焦點小組討論。他們根據(jù)本研究選取的15份考生作答樣本,圍繞評分需要設(shè)定分數(shù)檔和評分維度進行了討論�；谟懻摻Y(jié)果,他們分別為研究者選取的代表每個分數(shù)檔的8份樣本打分并撰寫評語以說明打分原因。本研究把焦點小組的討論轉(zhuǎn)錄成文本并對文本和書面評語進行質(zhì)性分析。研究結(jié)果顯示,評分員主要從考生英語口語水平和對課堂教學的理解及分析兩個維度評判考生的作答表現(xiàn),每個維度分四檔。評判考生在每個維度的作答表現(xiàn)時,他們考慮了考生在不同次維度的具體表現(xiàn)。通過編碼分析書面評語和分組整合編碼結(jié)果,研究者為各個分數(shù)檔的次維度制定了描述語。最后,本研究為該測試任務制定了分項式評分標準并補充了零檔和相應的描述語。依照該評分標準,評分員可就考生作答表現(xiàn)給出兩個維度的分數(shù),考生可據(jù)此及其所對應的描述語,清楚了解自己在這兩個維度上的優(yōu)勢和不足,從而得到充足的診斷性信息。本研究還進一步驗證了"反饋內(nèi)容分析"方法對于評分標準制定的有效性。
[Abstract]:Classroom observation and reporting is a test task in the English teacher certificate test developed by the china foreign language assessment center. The task requires examinees to observe a video clip from a real English classroom and enter the English language. In order to evaluate the performance of the examinee, There is a need to develop a reliable scoring standard. The purpose of this study is to develop a scoring standard for the test task, specifically exploring three issues: score files, This study used focus group discussion and feedback content analysis. A sample of 39 English majors and 2 high school English novice teachers were collected to answer the task. A senior high school English teacher and an experienced senior high school English teacher participated in the focus group discussion. They selected 15 sample candidates from this study. Based on the results of the discussion, the need to set the score file and the score dimension is discussed. They graded eight samples representing each score file and wrote comments to explain why. The study transcribed focus group discussions into text and qualitatively analyzed the text and written comments. The examinee's oral English level and the comprehension and analysis of classroom teaching were used to judge the performance of the examinee. Each dimension was divided into four files. When judging the performance of the examinee in each dimension, the grader judged the performance of the examinee in each dimension. They considered the specific performance of candidates in different subdimensions. Through coding analysis of written comments and grouping integrated coding results, the researchers developed descriptions for the sub-dimensions of each score file. Finally, In this study, a score criterion was developed for the task, and a zero score and a corresponding description were added. According to this criterion, the grader can give two dimensions of scores for the examinee's performance, according to which the examinee can give the score and the corresponding description. In order to obtain sufficient diagnostic information, the effectiveness of the "feedback content analysis" method in the setting of scoring criteria is further verified by a clear understanding of their advantages and disadvantages in these two dimensions.
【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319;G645.1

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相關(guān)期刊論文 前1條

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本文編號：1544158