翻译教学中的师评、自评和互评研究——基于多层面Rasch模型的方法  

Teacher-,self-and peer-assessment in translation teaching:A Many-Facet Rasch Modeling approach

作　　者：范劲松[1] 季佩英[1] 

机构地区：[1]复旦大学外国语言文学学院大学英语教学部,上海200433

出　　处：《外语界》2017年第4期61-70,共10页Foreign Language World

基　　金：全国高校外语教学科研项目"翻译教学中的师评;自评与互评研究:基于多层面Rasch模型的方法"(编号2014SH00008A)的阶段性成果

摘　　要：本研究采用多层面Rasch模型探讨了大学英语翻译教学中的师评、自评和互评问题。研究结果表明:师评最为严厉,自评和互评相对宽松;评分标准设计合理,师评、自评与评分标准之间存在一定交互性。研究进而指出,只要评分标准设计科学,并且评分之前为学生提供评分培训,自评和互评就可以有效应用于翻译教学。Adopting the Many-Facet Rasch Modeling approach, this study investigated the use of teacher-assessment （TA）, self-assessment （SA） and peer-assessment （PA） in translation teaching in the College English program. Results indicated that TA was the most severe, whereas SA and PA were relatively lenient. The rating scales were found to function as intended, though interactions were identified between teacher- and self-assessors and the rating scales. The study further suggests that if the rating scales are well-designed, and if training is provided to students before assessment, it is very likely that SA and PA could be fruitfully applied to translation teaching.

关 键 词：翻译教学 形成性评估 多层面RASCH模型 

分 类 号：H319[语言文字—英语]