高校英语教师的同伴互评实践研究  

Investigating college English teachers’ peer assessment practice

作　　者：江进林[1] JIANG Jinlin

机构地区：[1]对外经济贸易大学英语学院

出　　处：《外语教育研究前沿》2022年第3期50-57,91,共9页Foreign Language Education in China

基　　金：2021年国家社会科学基金项目“外语考试价值导向质量标准的构建与应用研究”(项目编号:21BYY123)的阶段性成果。

摘　　要：本研究基于对3名高校英语教师的两轮访谈,以及对同伴反馈等材料的文本分析,探究教师为何以及如何实施同伴互评。结果显示,对同伴互评益处的了解促使教师尝试使用互评;在实践中,教师坚定了对同伴互评的信念,愿意继续使用互评。并且,教师掌握了同伴互评的基本程序,在互评前、中、后使用了一系列有效策略,但在聚焦评价目标、示范评价过程、提供高效反馈、采取后续行动等方面还存在不足。本研究对于如何有效实施同伴互评提出了建议。This study investigated why and how teachers implement peer assessment based on two rounds of interviews with three college English teachers and text analysis of related protocals such as students’ peer feedback. Research results indicated that teachers were motivated to implement peer assessment by its reported benefits. Then teachers’ belief in peer assessment was strengthened in practice and they were willing to continue to use it. In addition, teachers have mastered the basic procedures of peer assessment and used a series of effective strategies before, during and after peer assessment. The study also identified several limitations such as unfocused assessment goals, little modeling of evaluation process, inefficient teacher feedback and limited follow-up actions. This study concluded with suggestions on how to effectively implement peer assessment.

关 键 词：同伴互评 高校英语教师 实践 实施过程 访谈 

分 类 号：H319[语言文字—英语]