寫作自動(dòng)評價(jià)系統(tǒng)在中國大學(xué)生英語作文形成性評價(jià)中的應(yīng)用 ——一項(xiàng)探索性研究
發(fā)布時(shí)間：2021-11-10 16:11
網(wǎng)絡(luò)學(xué)習(xí)和混合式學(xué)習(xí)已變成高等教育常見的學(xué)習(xí)方式（Baleni,2015）。與此同時(shí),測試對學(xué)習(xí)有極重要的影響,是正規(guī)高等教育的核心成份（Angus&Watson,2009）,也是有效學(xué)習(xí)的重要組成（Bransford et al,2000）。同時(shí),《中國2010至2020中長期教育改革和發(fā)展綱要》明確指出“中國必須進(jìn)行教育測試改革。形成性測試作為一種重要的測試手段有助于學(xué)生全面語言能力的發(fā)展。在語言測試中應(yīng)綜合采用形成性和總結(jié)性評價(jià),形成性評價(jià)應(yīng)成為日常教學(xué)的主要測試手段”。Kibble（2011）指出“在一個(gè)理想的世界里,學(xué)生將接受持續(xù)的形成性測試,因?yàn)槌掷m(xù)的形成性測試有助于個(gè)性化學(xué)習(xí),能幫助學(xué)生把現(xiàn)在的學(xué)習(xí)更好的構(gòu)建在以前的學(xué)習(xí)之上,促進(jìn)學(xué)習(xí)能力的發(fā)展”。如何在實(shí)際的語言測試中更好的實(shí)施形成性評價(jià)?如何更好的發(fā)揮形成性評價(jià)對語言學(xué)習(xí)的促進(jìn)作用?這些都是目前學(xué)界和理論研究的熱點(diǎn)。隨著科學(xué)技術(shù)的發(fā)展,越來越多的新技術(shù)和方法被創(chuàng)造出來輔助學(xué)習(xí),他們不僅能夠有效評價(jià)學(xué)生的學(xué)習(xí)成果同時(shí)也能幫助促進(jìn)學(xué)習(xí)。Kibble提到的理想中的世界正在來臨!寫作自動(dòng)評價(jià)系統(tǒng)就是這樣的一種技術(shù),它基...
【文章來源】：上海外國語大學(xué)上海市 211工程院校 教育部直屬院校
【文章頁數(shù)】：246 頁
【學(xué)位級(jí)別】：博士
【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Statement of the Problem
1.1.1 Chinese EFL Learners' Writing
1.1.2 Writing Pedagogy in Chinese Writing Classes
1.2 Dissertation Goals and Questions
1.3 Significance of the Study
1.3.1 Theoretical Implication
1.3.2 Practical Implication
1.3.3 Methodological Implication
1.4 Definition of Terms
1.4.1 Formative Assessment and Related Terms
1.4.2 Competence and Performance
1.4.3 Predictor of writing Proficiency
1.4.3.1 Coherence and Cohesion…
1.4.3.2 Syntactic Complexity
1.4.3.3 Lexical Diversity (LD)
1.4.3.4 Word Frequency
1.4.3.5 Latent Semantic Analysis (LSA)
1.5 Outline of the Dissertation
Chapter 2 Literature Review
2.1 Conceptual Frameworks of Formative Assessment
2.1.1 Formative Assessment Theory…
2.1.1.1 Psychometrics and Behaviorist Concept
2.1.1.2 Cognitive and Constructivist Concept
2.1.1.3 Sociocultural Perspective
2.1.2 Formative Assessment in Practice
2.1.2.1 Teachers' Instruction and Practice
2.1.2.2 Student Learning
2.1.3 Summary
2.2 Assessing Writing
2.2.1 Conceptions of Second Language Proficiency and Writing Ability
2.2.1.1 Writing Construct and Writing Models
2.2.1.2 Factors Impacting Writing Performance
2.2.1.3 Writing as a Product
2.2.1.4 Writing as a Process…
2.2.2 Scoring Procedures for Writing Assessment
2.2.2.1 Holistic Scoring
2.2.2.2 Analytic Scoring
2.2.2.3 Trait-Based Scoring
2.2.2.4 Classroom Writing Assessment
2.2.3 Assessing Chinese College EFL Students' Writing
2.2.4 Summary
2.3 AES-based Formative Assessment
2.3.1 Online Formative Assessment
2.3.1.1 Formative and Immediate Feedback
2.3.1.2 Engagement with Critical Learning Processes
2.3.1.3 Promoting Equitable Education
2.3.2 AES in Language Education
2.3.3 AES for Assessment
2.3.4 Summary
2.4 A Proposed Framework of AES-based FA for the Current Study
2.5 Chapter Summary
Chapter 3 Methodology
3.1 Context
3.1.1 Course Description
3.1.2 Role of the Researcher
3.2 Study Participants
3.2.1 Student Participant
3.2.2 Teacher Participant
3.3 Instrument
3.3.1 AES System
3.3.2 Students' Writing Products
3.3.3 Questionnaire
3.3.4 Measurement of Linguistic Features
3.3.4.1 Measurement of Cohesion
3.3.4.2 Measurement of Syntactic Complexity
3.3.4.3 Measurement of Lexical Competence
3.3.5 Semi-structured Interview
3.4 Procedure
3.4.1 Writing Sample Collection
3.4.2 Rating Procedures
3.4.3 Questionnaire Procedure
3.4.4 Interview Procedures
3.4.5 Variable Selection Procedures
3.5 Data Analysis
3.6 Chapter Summary
Chapter 4 Results and Discussion
4.1 Demographic Information of the Participants
4.2 Reliability Checks and Preliminary Item Analyses
4.2.1 Inter-rater Reliability
4.2.2 Reliability and Validity of Questionnaire
4.3 Eight Themes Concluded in Students' Interviews
4.4 Preliminary Data Analyses of the Variables
4.4.1 Descriptive Statistics of Students' General Performance
4.4.2 Descriptive Statistics of Students' Vocabulary in Writing
4.4.3 Descriptive Statistics of Students' Syntax in Writing
4.4.4 Descriptive Statistics of Students' Organization in Writing
4.4.5 Descriptive Statistics of Students' Content in Writing
4.5 Exploratory Analyses of the Variables and Results for Research Questions…..
4.5.1 Impact of AES-based FA on Students' Writing
4.5.2 Students' Attitude to Formative Assessment of Writing
4.5.3 Students' Attitude to AES-based FA
4.6 Discussion
4.6.1 Impact of AES-based FA on Students' Writing
4.6.2 Students' Attitude to Formative Assessment of Writing
4.6.3 Students' Attitude to AES-based FA
4.7 Chapter Summary
Chapter 5 Conclusions
5.1 Major Findings
5.2 Limitations
5.3 Implications and Suggestions
5.4 Recommendations for Future Study
Bibliography
Appendix Ⅰ: Requirement on College English Writing
Appendix Ⅱ: Requirement on English Majors’ Writing
Appendix Ⅲ: Writing Scales of CET4/CET
Appendix Ⅳ: Ten Writing Rubrics of Students’ Writing
Appendix Ⅴ: Student Questionnaire Questions
Appendix Ⅵ: Student Interview Questions
Appendix Ⅶ: A Sample of Student Interview Transcript
Appendix Ⅷ: Item Total Statistics of Student Questionnaire
Appendix Ⅸ: Factor Analysis Result of Students Questionnaire
Appendix Ⅹ: Multiple Comparisons of Students’ Writing Scores
【參考文獻(xiàn)】：
期刊論文
[1]高校英語寫作教學(xué)現(xiàn)狀調(diào)查研究[J]. 陳愛梅. 蘭州教育學(xué)院學(xué)報(bào). 2015(07)
[2]基于動(dòng)態(tài)評估理論的英語寫作反饋方式比較研究[J]. 李奕華. 外語界. 2015(03)
[3]英語專業(yè)學(xué)生寫作現(xiàn)狀調(diào)查與后攝自主寫作[J]. 金彩娥. 內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版). 2015(06)
[4]大學(xué)英語寫作教學(xué)現(xiàn)狀分析及對策[J]. 劉媛. 英語廣場. 2015(04)
[5]提示特征對中國學(xué)生綜合寫作任務(wù)的影響研究[J]. 何蓮珍,孫悠夏. 外語教學(xué)與研究. 2015(02)
[6]外語課堂即時(shí)形成性評估的“相倚性”研究[J]. 楊華,文秋芳. 外語教學(xué). 2014(04)
[7]形成性評估理論框架的構(gòu)建[J]. 李清華. 教育測量與評價(jià)(理論版). 2014(04)
[8]探究寫作自動(dòng)評價(jià)系統(tǒng)在英語教學(xué)中的應(yīng)用模式[J]. 唐錦蘭. 外語教學(xué)理論與實(shí)踐. 2014(01)
[9]課堂即時(shí)形成性評估研究述評:思考與建議[J]. 楊華,文秋芳. 外語教學(xué)理論與實(shí)踐. 2013(03)
[10]基于Coh-Metrix的中國英語學(xué)習(xí)者議論文寫作質(zhì)量預(yù)測模型研究[J]. 杜慧穎,蔡金亭. 現(xiàn)代外語. 2013(03)
本文編號(hào)：3487546
【文章來源】：上海外國語大學(xué)上海市 211工程院校 教育部直屬院校
【文章頁數(shù)】：246 頁
【學(xué)位級(jí)別】：博士
【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Statement of the Problem
1.1.1 Chinese EFL Learners' Writing
1.1.2 Writing Pedagogy in Chinese Writing Classes
1.2 Dissertation Goals and Questions
1.3 Significance of the Study
1.3.1 Theoretical Implication
1.3.2 Practical Implication
1.3.3 Methodological Implication
1.4 Definition of Terms
1.4.1 Formative Assessment and Related Terms
1.4.2 Competence and Performance
1.4.3 Predictor of writing Proficiency
1.4.3.1 Coherence and Cohesion…
1.4.3.2 Syntactic Complexity
1.4.3.3 Lexical Diversity (LD)
1.4.3.4 Word Frequency
1.4.3.5 Latent Semantic Analysis (LSA)
1.5 Outline of the Dissertation
Chapter 2 Literature Review
2.1 Conceptual Frameworks of Formative Assessment
2.1.1 Formative Assessment Theory…
2.1.1.1 Psychometrics and Behaviorist Concept
2.1.1.2 Cognitive and Constructivist Concept
2.1.1.3 Sociocultural Perspective
2.1.2 Formative Assessment in Practice
2.1.2.1 Teachers' Instruction and Practice
2.1.2.2 Student Learning
2.1.3 Summary
2.2 Assessing Writing
2.2.1 Conceptions of Second Language Proficiency and Writing Ability
2.2.1.1 Writing Construct and Writing Models
2.2.1.2 Factors Impacting Writing Performance
2.2.1.3 Writing as a Product
2.2.1.4 Writing as a Process…
2.2.2 Scoring Procedures for Writing Assessment
2.2.2.1 Holistic Scoring
2.2.2.2 Analytic Scoring
2.2.2.3 Trait-Based Scoring
2.2.2.4 Classroom Writing Assessment
2.2.3 Assessing Chinese College EFL Students' Writing
2.2.4 Summary
2.3 AES-based Formative Assessment
2.3.1 Online Formative Assessment
2.3.1.1 Formative and Immediate Feedback
2.3.1.2 Engagement with Critical Learning Processes
2.3.1.3 Promoting Equitable Education
2.3.2 AES in Language Education
2.3.3 AES for Assessment
2.3.4 Summary
2.4 A Proposed Framework of AES-based FA for the Current Study
2.5 Chapter Summary
Chapter 3 Methodology
3.1 Context
3.1.1 Course Description
3.1.2 Role of the Researcher
3.2 Study Participants
3.2.1 Student Participant
3.2.2 Teacher Participant
3.3 Instrument
3.3.1 AES System
3.3.2 Students' Writing Products
3.3.3 Questionnaire
3.3.4 Measurement of Linguistic Features
3.3.4.1 Measurement of Cohesion
3.3.4.2 Measurement of Syntactic Complexity
3.3.4.3 Measurement of Lexical Competence
3.3.5 Semi-structured Interview
3.4 Procedure
3.4.1 Writing Sample Collection
3.4.2 Rating Procedures
3.4.3 Questionnaire Procedure
3.4.4 Interview Procedures
3.4.5 Variable Selection Procedures
3.5 Data Analysis
3.6 Chapter Summary
Chapter 4 Results and Discussion
4.1 Demographic Information of the Participants
4.2 Reliability Checks and Preliminary Item Analyses
4.2.1 Inter-rater Reliability
4.2.2 Reliability and Validity of Questionnaire
4.3 Eight Themes Concluded in Students' Interviews
4.4 Preliminary Data Analyses of the Variables
4.4.1 Descriptive Statistics of Students' General Performance
4.4.2 Descriptive Statistics of Students' Vocabulary in Writing
4.4.3 Descriptive Statistics of Students' Syntax in Writing
4.4.4 Descriptive Statistics of Students' Organization in Writing
4.4.5 Descriptive Statistics of Students' Content in Writing
4.5 Exploratory Analyses of the Variables and Results for Research Questions…..
4.5.1 Impact of AES-based FA on Students' Writing
4.5.2 Students' Attitude to Formative Assessment of Writing
4.5.3 Students' Attitude to AES-based FA
4.6 Discussion
4.6.1 Impact of AES-based FA on Students' Writing
4.6.2 Students' Attitude to Formative Assessment of Writing
4.6.3 Students' Attitude to AES-based FA
4.7 Chapter Summary
Chapter 5 Conclusions
5.1 Major Findings
5.2 Limitations
5.3 Implications and Suggestions
5.4 Recommendations for Future Study
Bibliography
Appendix Ⅰ: Requirement on College English Writing
Appendix Ⅱ: Requirement on English Majors’ Writing
Appendix Ⅲ: Writing Scales of CET4/CET
Appendix Ⅳ: Ten Writing Rubrics of Students’ Writing
Appendix Ⅴ: Student Questionnaire Questions
Appendix Ⅵ: Student Interview Questions
Appendix Ⅶ: A Sample of Student Interview Transcript
Appendix Ⅷ: Item Total Statistics of Student Questionnaire
Appendix Ⅸ: Factor Analysis Result of Students Questionnaire
Appendix Ⅹ: Multiple Comparisons of Students’ Writing Scores
【參考文獻(xiàn)】：
期刊論文
[1]高校英語寫作教學(xué)現(xiàn)狀調(diào)查研究[J]. 陳愛梅. 蘭州教育學(xué)院學(xué)報(bào). 2015(07)
[2]基于動(dòng)態(tài)評估理論的英語寫作反饋方式比較研究[J]. 李奕華. 外語界. 2015(03)
[3]英語專業(yè)學(xué)生寫作現(xiàn)狀調(diào)查與后攝自主寫作[J]. 金彩娥. 內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版). 2015(06)
[4]大學(xué)英語寫作教學(xué)現(xiàn)狀分析及對策[J]. 劉媛. 英語廣場. 2015(04)
[5]提示特征對中國學(xué)生綜合寫作任務(wù)的影響研究[J]. 何蓮珍,孫悠夏. 外語教學(xué)與研究. 2015(02)
[6]外語課堂即時(shí)形成性評估的“相倚性”研究[J]. 楊華,文秋芳. 外語教學(xué). 2014(04)
[7]形成性評估理論框架的構(gòu)建[J]. 李清華. 教育測量與評價(jià)(理論版). 2014(04)
[8]探究寫作自動(dòng)評價(jià)系統(tǒng)在英語教學(xué)中的應(yīng)用模式[J]. 唐錦蘭. 外語教學(xué)理論與實(shí)踐. 2014(01)
[9]課堂即時(shí)形成性評估研究述評:思考與建議[J]. 楊華,文秋芳. 外語教學(xué)理論與實(shí)踐. 2013(03)
[10]基于Coh-Metrix的中國英語學(xué)習(xí)者議論文寫作質(zhì)量預(yù)測模型研究[J]. 杜慧穎,蔡金亭. 現(xiàn)代外語. 2013(03)
本文編號(hào)：3487546
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