近年來,小組合作學(xué)習(xí)受到大學(xué)項目依托式課堂的青睞,如何有效將課堂評估運用到小組合作教學(xué)實踐逐漸成為研究焦點。教師對個體學(xué)生在小組活動中貢獻的評價涉及課堂評估的效度及公平性,但是目前對小組活動中個人貢獻評價的研究尚不多見。鑒于此,本研究以學(xué)術(shù)英語寫作課程為背景,探究學(xué)術(shù)英語寫作小組活動中的個人貢獻評價。本研究選取國內(nèi)某外國語大學(xué)英語專業(yè)三年級82名學(xué)生及兩名任課教師作為調(diào)查對象,在調(diào)查小組活動中的個人貢獻評價現(xiàn)狀基礎(chǔ)上,將基于教師—同伴—自我的個人貢獻評價（即TPS個人貢獻評價）與單一教師評價作比較,進而探究TPS個人貢獻評價對學(xué)生參與學(xué)術(shù)英語寫作小組活動的影響。本研究采用定量與定性相結(jié)合的研究方法,通過量表、問卷、訪談、課堂觀察等工具收集數(shù)據(jù)。研究結(jié)果表明,小組活動在課堂評價方式、教師評價標(biāo)準(zhǔn)、同伴評價標(biāo)準(zhǔn)以及組內(nèi)個人貢獻評價等方面存在不足,TPS個人貢獻評價與教師評價在選題、研究設(shè)計及論文撰寫階段均存在顯著性差異,且TPS個人貢獻評價對學(xué)生學(xué)術(shù)英語寫作的參與度、小組分工、選題多樣性、責(zé)任意識、寫作質(zhì)量和寫作效率等方面產(chǎn)生了積極作用。本研究一方面豐富了課堂評估的方式并促進了課堂評估的公... 

【文章來源】：大連外國語大學(xué)遼寧省

【文章頁數(shù)】：95 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Classroom Assessment
        2.1.1 Definitions and Framework of Classroom Assessment
        2.1.2 Classifications of Classroom Assessment
        2.1.3 Reliability and Validity of Classroom Assessment
    2.2 Group Work
        2.2.1 Definitions and Theoretical Basis of Group Work
        2.2.2 Influencing Factors of Group Work
        2.2.3 Individual Contributions in Group Work
    2.3 Previous Studies on Assessment of Individual Contributions in Group Work
        2.3.1 Peer Assessment of Individual Contributions in Group Work
        2.3.2 Peer and Self-Assessment of Individual Contributions in Group Work
        2.3.3 Teacher-Peer-Self Assessment of Individual Contributions in Group Work
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Context
    3.3 Research Approach
    3.4 Participants
    3.5 Instruments
        3.5.1 Rating Scales
        3.5.2 Questionnaires
        3.5.3 Semi-structured Interviews
        3.5.4 Classroom Observations
    3.6 Data Collection and Analysis
    3.7 Research Reliability and Validity
    3.8 Ethical Issues
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Status Quo of Classroom Assessment towards Individual Contributions in Group Work
    4.2 Comparisons Between TPS Assessment and Teacher Assessment of Individual Contributions
        4.2.1 Comparisons at the Stage of Topic Selection and Research Design
        4.2.2 Comparisons at the Stage of Paper Writing
    4.3 Influences of TPS Assessment towards Individual Contributions on Student Participation in Group Work
        4.3.1 Influences at the Stage of Topic Selection and Research Design
        4.3.2 Influences at the Stage of Paper Writing
        4.3.3 Variations in Influences at the Three Stages
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Further Study
REFERENCES
APPENDIXⅠ
APPENDIXⅡ
APPENDIXⅢ
APPENDIXⅣ
APPENDIXⅤ
APPENDIXⅥ
APPENDIXⅦ



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