“讀寫結(jié)合”英語寫作任務(wù)考查學(xué)生在閱讀的基礎(chǔ)上完成相關(guān)寫作任務(wù)的能力,因其更具測(cè)試真實(shí)性而受到越來越多的重視和關(guān)注。作為“讀寫結(jié)合”寫作測(cè)試的重要一員,概要寫作已為國內(nèi)外諸多大規(guī)模高風(fēng)險(xiǎn)英語考試所采用,如托福、英語專業(yè)四、八級(jí)考試(2016年起)、上海英語高考(2017年起)等。但在實(shí)際閱卷中該寫作題型所采用的評(píng)分量表大多均在理論分析和專家判斷的基礎(chǔ)上形成,基于考生數(shù)據(jù)和實(shí)際測(cè)評(píng)表現(xiàn)的評(píng)分量表比較匱乏;此外課堂形成性評(píng)估中亦缺乏可用于學(xué)生互評(píng)或自評(píng)的概要寫作評(píng)分量表。有鑒于此,本研究擬研制吻合概要寫作測(cè)試構(gòu)念,科學(xué)規(guī)范、簡(jiǎn)便易施的教師版、學(xué)生版評(píng)分量表,并多角度地分別對(duì)其進(jìn)行效度驗(yàn)證。在評(píng)分量表研制階段,本研究首先通過以下途徑征集和取概要寫作文本特征:(1)研讀文獻(xiàn),深入挖掘概要寫作測(cè)試構(gòu)念;(2)分析現(xiàn)有考試中的概要寫作評(píng)分標(biāo)準(zhǔn);(3)采用問卷直接征集;(4)邀請(qǐng)8名教師對(duì)2篇概要寫作樣本自由撰寫評(píng)語;(5)將征集的文本特征以李克特五級(jí)量表的形式向325名高校英語教師征求意見;(6)結(jié)合問卷結(jié)果和專家判斷最終確定20條文本特征為概要寫作評(píng)分標(biāo)準(zhǔn)的述語。其次,利用SPSS和AMOS軟件...

【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)】：341 頁

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research background
        1.1.1 Rise of reading-to-write tasks
        1.1.2 Summary writing in English writing tests
    1.2 Rationale for the study
        1.2.1 Significance of summary writing
        1.2.2 Lack of rating scales for summary writing
        1.2.3 Necessity of students’ participation in rating
    1.3 Brief description of the study
    1.4 Significance of the study
    1.5 Structure of the dissertation
Chapter Two Literature Review
    2.1 Summary writing
        2.1.1 Definition of summary writing
        2.1.2 Construct of summary writing as an integrated task
        2.1.3 Summary writing in language assessment
        2.1.4 Validity considerations in summary writing
    2.2 Studies on rating scales in writing assessment
        2.2.1 Definition of rating scales
        2.2.2 Taxonomy of rating scales
        2.2.3 Construction of rating scales
        2.2.4 Users of rating scales
    2.3 Validation of rating scales in writing assessment
        2.3.1 Definition of validity and validation
        2.3.2 Validation frameworks
        2.3.3 Methodology in validation of rating scales in writing tests
    2.4 Summary
Chapter Three Research design
    3.1 Conceptual framework & research questions
        3.1.1 Implications from previous studies for the present study
        3.1.2 Conceptual framework
        3.1.3 Research questions of the study
    3.2 Participants
        3.2.1 Students
        3.2.2 Teachers
    3.3 Data collection
        3.3.1 Phase 1....Data collected for construction of rating scales
        3.3.2 Phase 2—Data collected for validation of rating scales
    3.4 Data analysis
        3.4.1 Quantitative data
        3.4.2 Qualitative data
    3.5 Summary of the research design
Chapter Four Results and discussion(1): Construction of rating scales
    4.1 Construction of the rating scale for teacher raters
        4.1.1 Determination of dimensions of the rating scale
        4.1.2 Finalization of the rating scale
    4.2 Construction of the rating scale for peer raters
        4.2.1 Features of the rating scale for peer raters
        4.2.2 Discussion
Chapter Five Results and Discussion (2): Validation of rating scales
    5.1 Validation of the rating scale for teacher raters
        5.1.1 MFRM analysis
        5.1.2 Practical Application of the rating scale
        5.1.3 Teacher raters’ perceptions of the rating scale
    5.2 Validation of the rating scale for peer raters
        5.2.1 MFRM analysis
        5.2.2 Other quantitative validity evidence
        5.2.3 Peer raters’ perceptions of the rating scale
Chapter Six Modification of rating scales
    6.1 Modification of the rating scale for teacher raters
    6.2 Modification of the rating scale for peer raters
Chapter Seven Conclusion
    7.1 Major findings
        7.1.1 Answer to Research Question 1
        7.1.2 Answer to Research Question 2
        7.1.3 Answer to Research Question 3
    7.2 Implications
        7.2.1 Theoretical implications
        7.2.2 Pedagogical implications
        7.2.3 Methodological implications
    7.3 Limitations of the research
    7.4 Future research directions
References
Appendixes
    Appendix 1a-The Questionnaire of Textual Attributes of SummaryWriting
    Appendix 1b-The Questionnaire of Textual Attributes of Summary Writing
    Appendix 2-Source texts used for the research
    Appendix 3a-Questions for interviews with teacher raters
    Appendix 3b-Questions for interviews with teacher raters
    Appendix 4a-Questions for interviews with peer raters
    Appendix 4b-Questions for interviews with peer raters


【參考文獻(xiàn)】：
期刊論文
[1]中學(xué)生英語概要寫作研究:問題與對(duì)策 [J]. 金怡.  外語測(cè)試與教學(xué). 2016(04)
[2]基于“產(chǎn)出導(dǎo)向法”的大學(xué)英語課堂教學(xué)實(shí)踐 [J]. 張文娟.  外語與外語教學(xué). 2016(02)
[3]概化理論和多層面Rasch模型在CET-4作文評(píng)分中的應(yīng)用研究 [J]. 徐鷹.  西安外國語大學(xué)學(xué)報(bào). 2016(01)
[4]大規(guī)模英語考試作文評(píng)分標(biāo)準(zhǔn)效度驗(yàn)證 [J]. 陳建林.  中國考試. 2016(01)
[5]基于多層面Rasch模型的TEM-4作文評(píng)分員效應(yīng)研究 [J]. 張文星,鄒申.  中國外語教育. 2015(03)
[6]基于動(dòng)態(tài)評(píng)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)
[7]語言測(cè)試效度及其驗(yàn)證模式的嬗變 [J]. 韓寶成,羅凱洲.  外語教學(xué)與研究. 2013(03)
[8]大學(xué)英語寫作中同伴互評(píng)反饋模式測(cè)量評(píng)價(jià)表的編制 [J]. 白麗茹.  現(xiàn)代外語. 2012(02)
[9]評(píng)卷人效應(yīng)的多層面Rasch模型研究 [J]. 劉建達(dá).  現(xiàn)代外語. 2010(02)



本文編號(hào)：3542290