外語寫作形成性評估的后效研究

前言

清華的博士論文正式出版了，作為導(dǎo)師，我為之感到高興。清華在廣外攻讀博士學(xué)位期間，表現(xiàn)出較深厚的學(xué)術(shù)素養(yǎng)和較強(qiáng)的研究能力，在國內(nèi)權(quán)威學(xué)術(shù)期刊上發(fā)表過多篇關(guān)于語言測試的學(xué)術(shù)論文。清華的博士論文選題時，我正在美國加利福尼亞大學(xué)洛杉磯校區(qū)訪學(xué)，了解到美國的教育評估有很多成功的經(jīng)驗(yàn)值得我們借鑒學(xué)習(xí)，其中之一就是形成性評估。由此，我建議清華關(guān)注這一領(lǐng)域的研究。他當(dāng)時已有了較成熟的開題思路，但還是閱讀了大量有關(guān)形成性評估的文獻(xiàn)，決定把博士論文的研究方向轉(zhuǎn)為外語的形成性評估。教育評估大致可分為三種：（1）對學(xué)習(xí)的評估；（2）為學(xué)習(xí)的評估；（3）作為學(xué)習(xí)的評估。對學(xué)習(xí)的評估，即，在單元、課程或?qū)W期結(jié)束時進(jìn)行的終結(jié)性評估，目的是根據(jù)評估結(jié)果（考試分?jǐn)?shù)或等級）劃分學(xué)生的“等級”，目前流行的考試大都屬于這類評估；為學(xué)習(xí)的評估則把重心從終結(jié)性轉(zhuǎn)移到形成性，目的是跟蹤學(xué)生學(xué)習(xí)發(fā)展的過程，對學(xué)生的下階段學(xué)習(xí)提供必要的診斷性信息，這種診斷性信息是基于學(xué)生的個人“產(chǎn)品”（rdrtifacts），特別是學(xué)習(xí)過程中產(chǎn)出的portfolio；在作為學(xué)習(xí)的評估中，學(xué)生既是評估的對象又是評估的主人，使評估真正融入教學(xué)與學(xué)習(xí)之中。

內(nèi)容概要

本書作者從作者從寫作測試對學(xué)生寫作能力提高的角度論證“檔案式寫作評估”的可行性和有效性。在大規(guī)模標(biāo)準(zhǔn)化考試對數(shù)學(xué)有著很強(qiáng)的后效的今天，研究對教學(xué)更有指導(dǎo)意義的新的測試手段，使本課題具有重要的現(xiàn)實(shí)意義。 本書適合從事相關(guān)研究工作的人員參考、閱讀。

作者簡介

李清華，廣東外語外貿(mào)大學(xué)語言學(xué)與應(yīng)用語言學(xué)博士，上海外國語大學(xué)博士后流動站研究人員，紹興文理學(xué)院副教授；主要研究領(lǐng)域?yàn)檎Z言測試與評估；已在《現(xiàn)代外語》、《外語界》等權(quán)威學(xué)術(shù)期刊上發(fā)表多篇關(guān)于語言測試的學(xué)術(shù)論文；與人合著“英語測試教程》已由出版社出版：曾主持和參與多項(xiàng)科研項(xiàng)目。

書籍目錄

PREFACECHAPTER 1  INTRODUCTION  1.1  Background of the Study  1.2  Significance of the Study  1.3  Research Questions  1.4  Methodological Framework  1.5  Definition of Key Terms  1.6  Overview of the DissertationCHAPTER 2  CONCEPTUAL FRAMEWORK  2.1  Shifting Conceptions of Validity in Language Testing  2.2  Reconceptualizing Validity for Classroom Assessment  2.3  Conceptual Framework for the Study  2.4  SummaryCHAPTER 3  ESL/EFL WRITING THEORY  3.1  ESL/EFL Writing Ability  3.2  ESIdEFL Writing Strategy  3.3  ESL/EFL Writing Motivation  3.4  SummaryCHAPTER 4  PORTFOLIO-BASED WRITING ASSESSMENT.  4.1  Paradigm Shift in Educational Assessment  4.2  Portfolio Assessment in Language Education  4.3  Portfolio-based Writing Assessment  4.4  SummaryCHAPTER 5  METHODOLOGY  5.1  Introduction  5.2  Context  5.3  Participants  5.4  The Researcher's Role  5.5  Design  5.6  Instruments  5.7  Procedures  5.8  Data Analysis  5.9  TrustworthinessCHAPTER 6  RESULTS AND DISCUSSION   6.1  Preliminary Data Analyses   6.2  Results for Research Questions   6.3  SummaryCHAPTER 7  CONCLUSIONS   7.1  Discussion of the Findings   7.2  Conclusions of the Study   7.3  Implications for Portfolio Assessment Project   7.4  Contributions and Limitations of the Study   7.5  Recommendations for Future ResearchREFERENCESAPPENDICES  Appendix A  PBWA design: Principles and Procedures  Appendix B1  Analytic Rating Rubrics (Preliminary Version)  Appendix B2  Analytic Rating Rubrics (Final Version)  Appendix C  Questionnaire on Writing Strategy  Appendix D  Writing Apprehension (Motivation) Scale  Appendix E  Guidelines for T-units  Appendix F  A structured Classroom Observation Sheet  Appendix G  Questionnaire on Experiences in Writing Course  Appendix H  Interview Protocol for Students  Appendix I  1 Questionnaire  on  Attitude to English  Writing Assessment   (Class A)  Appendix I  2 Questionnaire  on  Attitude to English  Writing Assessment   (Class B)  Appendix J   Independent Samples Test of Pre-project Strategy  Appendix K  Independent Samples Test of Pre-project Writing Products  Appendix L  Writing Class Experiences  Appendix M  Exploratory Factor Analysis of Writing Strategy Questionnaire in Pilot Study  Appendix N  Reliability of Writing Strategy Questionnaire in Qilot Study  Appendix O  A Sample of TextAnalysis: Identifying Errors and T-units  Appendix P A Sample of Student Journal  Appendix Q  A Sample of Student Interview Transcript  Appendix R  A Sample of Student Reflective Essay

章節(jié)摘錄

(6) Classroom assessment: It is also called classroom-based teacher assessment, which is designed, implemented and interpreted by teachers. The purpose usually is to provide information for teachers to monitor instruction and/or for students to improve learning. It can be formative or summative, low-stakes or high-stakes. In this study, PBWA is a type of classroom assessment.(7) Portfolio: At its simplest, a portfolio is a collection of student work. In writing assessment, a portfolio is a purposive collection of student-selected texts written for different purposes, different audiences over a period of time, which contains exhibits showing the stages in the writing processes a text has gone through, and the stages of the writer's growth as a writer, and evidence of the writer's self-reflection on his or her identity and progress as a writer usually in the form of an introductory letter or a reflective essay.(8) Portfolio-based writing assessment: Assessing writing ability by means of portfolios. Both products and process of writing are considered. It examines several samples, written over time and under different constraints in order to produce an assessment of what the writer can do with the written form. Students are required to produce a large enough corpus of work from which to make a reasoned selection to show the best portrait of their writing ability. The final judgment contains a detailed description of a student's writing and a score/grade. In this study, it is both formative and summative. The grades of their portfolios will weigh 50% of the EFL writing course achievement.

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