大学英语诊断性写作测试评分标准的开发原则研究——基于对EFL写作评分标准研究现状分析  

On the Development Principles of Rating Criterion of Diagnostic Writing Assessment for College English Learners:A Case Study of Rating Criterion of EFL Writing Assessment

作　　者：冯蕾[1] 

机构地区：[1]北京交通大学语言与传播学院,北京100044

出　　处：《北京交通大学学报（社会科学版）》2013年第1期116-122,共7页Journal of Beijing Jiaotong University(Social Sciences Edition)

基　　金：中央高校基本科研业务费专项资金资助项目(2012JBM110)

摘　　要：在大学英语诊断性写作测试中,评分标准影响测试的效度、信度。为了帮助大学英语诊断性写作测试恰当有效的发挥其帮助教师和学生发现写作中的不足,并对写作教学产生正面反拨作用,研究者应为大学英语诊断性写作测试设定科学的评分标准。根据EFL写作测试评分标准的研究现状,评分标准的开发应避免大学英语诊断性写作测试与其他类型的EFL写作测试评分在评分标准使用上相混淆;应以整体评分和分项式评分相结合的形式对大学英语诊断性写作进行评分;应考虑教师和学生两类使用者。In College English diagnostic writing test, rating criterion affects the efficiency and validity of writing assessment. To better the role of diagnostic writing test on assisting the instructors as well as the learners to find their own defects in writing and to yield a positive effect on writing teaching, a scientific rating criterion should be proposed. Based on a review of the studies on rating rates of, and an analysis on developmental principles of diagnostic writing test, the authors of this paper assert that the development of rating criterion should, firstly, avoid a confusion between College English diagnostic writing test criterion and other kinds of EFL writing test criterion; and secondly, a combination of holistic and classified rating criterion be adopted for the assessment; and lastly, two groups of users, both the students and the teachers, should be taken into account.

关 键 词：大学英语诊断性写作测试 评分标准 写作教学 

分 类 号：H05[语言文字—语言学]