英语写作认知诊断反馈报告有效性研究  

The effectiveness of cognitive diagnostic feedback report for college English writing

作　　者：马晓梅[1] 刘慧[2] 谭焱丹 Ma Xiaomei;Liu Hui;Tan Yandan

机构地区：[1]西安交通大学外国语学院 [2]西安交通大学城市学院外语系 [3]深圳市罗湖实验学校

出　　处：《西安外国语大学学报》2022年第4期40-45,共6页Journal of Xi’an International Studies University

基　　金：国家社会科学基金一般项目“英语认知诊断测评模式构建及有效性论证”(项目编号:17BYY015)的阶段性研究成果。

摘　　要：本研究旨在探讨英语写作认知诊断反馈报告的有效性,通过准实验设计辅加问卷及采访的方法,探究大学生对写作诊断报告有用、促学和指导建议的感知及其成绩变化。研究结果表明,绝大部分学生对写作认知诊断报告的有用性、促学性持积极肯定的态度,诊断报告的指导建议有助于学生做出补救计划和行动决策;写作诊断反馈报告有助于促进学生、特别是低水平学生写作技能的提升;在3次诊断测评中,不同水平的学生呈现不同发展轨迹,低水平学习者比高、中水平的学习者趋于更加稳步提升的发展趋势。本研究结论为以评促学提供了参考证据,同时也丰富了认知诊断反馈的文献。This study aims to explore the effectiveness of cognitive diagnostic feedback reports in college English writing by employing a quasi-experimental design,together with questionnaires and interviews so as to investigate college students’ attitudes towards the usefulness and the learning facilitating of CDF in English writing as well as the changes of their academic performance in English writing.The results show that most students hold a positive attitude towards writing cognitive diagnostic report,and the suggested strategies provided in the report could facilitate students to make remedial plans and action decisions;the report could also help enhance students’ writing skills,especially the lower-level students’ skills in writing;learners of different levels present significantly different trajectories in 3 diagnostic writing tests and the lower-level learners demonstrate more steady progress than those of higher and medium levels.This study provides empirical evidence for “assessment for learning(AFL)” and enriches the literature of cognitive diagnostic feedback.

关 键 词：认知诊断测评 诊断反馈报告 有效性 大学英语写作 

分 类 号：H319[语言文字—英语]