学术英语写作小组活动中个人贡献评价研究  

A Study on Assessment of Individual Contributions in Group Work in Academic English Writing

作　　者：朱效惠[1] 彭翩翩 ZHU Xiaohui;PENG Pianpian

机构地区：[1]大连外国语大学英语学院,辽宁大连 [2]北京师范大学天津生态城附属学校,天津

出　　处：《语言教育》2023年第3期76-86,共11页Language Education

基　　金：大连外国语大学2019年高等教育研究课题“学术英语写作小组活动中个人贡献评价研究”(项目编号:2019G05)的部分成果。

摘　　要：本研究聚焦学术英语写作小组活动中的个人贡献评价。采用定量和定性相结合的方法,对比基于教师-同伴-自我的个人贡献评价(TPS个人贡献评价)和单一教师评价,进而探究TPS个人贡献评价对学生参与学术英语写作小组活动的影响。本文选取国内某外国语大学英语专业三年级82名学生及两名任课教师作为调查对象,通过量表、问卷和访谈收集数据。研究发现:(1)TPS个人贡献评价与单一教师评价在选题及研究设计阶段、论文撰写阶段均存在显著性差异,TPS个人贡献评价在论文撰写阶段比单一教师评价更具区分度,更能凸显组内成员的个人贡献;(2)TPS个人贡献评价在不同阶段对学生学术英语写作的参与度、小组分工、责任意识、写作质量和写作效率等都产生了积极影响。本研究对提升课堂评估信效度和公平性从而有效开展小组活动有一定的启示意义。This study focuses on the assessment of individual contributions in group work in academic English writing.Adopting quantitative and qualitative methods,the study compares Teacher-Peer-Self assessment(TPS assessment)with teacher assessment towards individual contributions,and explores the influence of TPS on students’participation in group work in academic English writing.Eighty-two junior English majors and two teachers of a foreign language university in China are selected as participants,and data are collected by means of rating scales,questionnaires and interviews.The findings are as follows:(1)there is a significant difference between TPS assessment and teacher assessment in terms of individual contributions at the stage of topic selection,research design and paper writing;TPS assessment is more differentiated in the thesis writing stage than teacher assessment and could better highlight the individual contributions of group members;(2)TPS assessment has a positive impact on students’participation,group division of labor,sense of responsibility,writing quality,and writing efficiency at different stages of academic English writing.The study offers some implications for enhancing the reliability,validity and fairness of classroom assessment so as to facilitate group work.

关 键 词：TPS个人贡献评价 小组活动 学术英语写作 

分 类 号：H319[语言文字—英语]