读后续写任务提示条件对写作表现和评分信度的影响  

The effect of prompt on the writing performance and rating reliability of the continuation task

作　　者：张洁[1] ZHANG Jie

机构地区：[1]上海财经大学

出　　处：《语言测试与评价》2024年第1期21-34,112,113,共16页Language Testing and Assessment

基　　金：国家社会科学基金一般项目“读后续写在我国高考英语中的应用研究”(项目编号:21BYY125)的阶段性成果。

摘　　要：读后续写任务将语言理解和产出紧密结合,通过互动协同促进语言习得,具有积极的促学效果。然而,当读后续写应用于大规模考试,则需要考虑任务设计,在保障考试信效度和发挥积极促学作用之间寻求最佳平衡。本研究聚焦读后续写任务中的提示条件,采用实证研究方法考察不同提示条件如何影响学生的写作表现和评分员的评分信度。结果发现,适度的内容提示能够减轻学习者的认知负担,有助于他们创造内容,产出整体质量更高的续作;同时,适度的内容提示也能帮助评分员更一致地把握内容维度的评分尺度,保障评分信度。研究发现对读后续写命题和评分具有重要的启示意义。The continuation task boasts positive washback effect because it closely integrates language comprehension and production and can thus promote language acquisition through interactive alignment.However,when the continuation task is applied to large-scale tests,it is necessary to consider the task design and seek the best balance between ensuring the reliability and validity of the test and promoting learning.Through an empirical study,this paper investigates how different prompt types affect students’writing performance and rater reliability.It was found that moderate content prompts could reduce learners’cognitive burden,facilitate content creation,and produce continuation text with higher overall quality.At the same time,it can help raters implement the criteria to evaluate the content dimension more consistently and ensure their rating reliability.These findings have important implications for the task design and scoring of the continuation task in language tests.

关 键 词：读后续写 任务提示条件 段首句 内容创造 评分信度 

分 类 号：G63[文化科学—教育学]