基于同伴互评的专业英语写作评价研究  

Study of Assessing Professional English Writing based on Peer Assessment

作　　者：王靖[1] 马志强[1] 许晓群[1] 龙琴琴[1] 

机构地区：[1]江南大学教育信息化研究中心,江苏无锡214122

出　　处：《现代教育技术》2016年第5期77-82,共6页Modern Educational Technology

基　　金：国家社会科学基金"十二五"规划2014年度教育学青年课题"基于同伴互评的在线学习评价机制设计与应用研究"(项目编号:CCA140151)的阶段性研究成果

摘　　要：文章将同伴互评用于教育技术"专业英语"课程写作评价,分析评语类型、评语采纳、认可程度之间的关系。文章对通过两轮同伴互评活动所得的749条评语进行了编码分类,并利用AMOS软件分析了同伴互评观察变量间的因果模型,得出:分析和修改两种评语类型显著影响认可程度;认可程度与评语采纳之间有显著的因果关系;当评语呈现修改导向时,该评语更易被学生采纳。探究不同类型的评语对学生"专业英语"论文写作素养能力的影响、对评语类型进行适当引导的干预研究等,均为后续研究提供了可能。Peer assessment was applied to educational technology ＂professional English＂ course, during which the link between the assessment type, assessment acceptance, recognition degree was analyzed. 749 feedbacks from two rounds of peer assessment were coded and a variable causal model was built by AMOS software. The key findings were that the revision and analysis types feedbacks significantly influenced recognition degree, which had a significant relationship with assessment acceptance. The feedbacks were more easily accepted which presented modification-oriented characterisitc. The appropriately guided intervention on assessment type will be researched in order to explore the influence of different types of feedbacks on students＇ writing literacy, providing possibility for further study.

关 键 词：专业英语 同伴互评 写作评价 

分 类 号：G40-057[文化科学—教育学原理]