基于学习化评估理论的在线同伴互评在英语专业写作课程中的应用设计
Journal: Educational Research DOI: 10.12238/er.v4i8.4154
Abstract
学习评估领域长期以来将教师、教育管理者作为评估主体,缺乏对学生主体的关注。21世纪以来,学习化评估理论应运而生。该理论强调学生的评估主体地位,学习与评估一体化,受到了教育界的广泛关注。同时,随着科技与教育的不断融合,在线同伴互评成为一种新型的学习方式。因此,本文将学习化评估理论与在线同伴互评相结合,以英语专业写作课程为例,设计了基于学习化评估理论的在线同伴互评模式,以期丰富英语专业写作评估体系,提高评估的有效性。
Keywords
学习化评估；在线同伴互评；英语专业写作课程
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[17] Liu,J.&J.Hansen.Peer Response in Second Language Writing Classroom [M].Ann Arbor,MI:University of Michigan Press,2002．
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[19] Meek,S.E.M,Blakemore,L.& Marks, L. Is Peer Review an Appropriate Form of Assessment in a MOOC? Student Part icipation and Performance in Formative Peer Review[J].Assessment & Evaluation in Higher Education,2017(6)．
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[3] 邓鹂鸣,岑粤.同伴互评反馈机制对中国学生二语写作能力发展的功效研究[J].外语教学,2010,31(01):59-63.
[4] 高瑛,张福慧,张绍杰,Christian D.Schunn.基于Peerceptiv互评系统的英语写作同伴反馈效果研究[J].外语电化教学,2018,(02):3-9.
[5] 胡安瑾,曾心怡.秉持评价即学习测评理念构建大学英语口头报告评价框架[J].外语测试与教学,2020,(04):37-42.
[6] 韩冰.同伴互评在大学英语写作教学中的功效——基于写作流利性、复杂性及准确性的实证研究[J].教育理论与实践,2009,(21):40-42.
[7] 罗莎.MOOC环境下支架型同伴评价探究——以英语写作任务为例[J].外语电化教学,2016,(06):42-47.
[8] 滕曼曼.学本评估在学习质量评估中的应用[J].高教发展与评估,2018,(2):25-31.
[9] 杨满珍,刘建达.基于形成性评价的大学英语教学实践探究[J].外语电化教学,2019,(03):97-102.
[10] 张福慧,李文滔,龙宓吟,等.基于三个技术平台的自我调节性写作学习效果对比研究[J].外语电化教学,2019,(5):22-26.
[11] 张孟秋.基于AaL评价理论的在线同伴反馈策略研究[D].西北师范大学,2019.
[12] 曾文婕,黄甫全.学本评估:缘起、观点与应用[J].课程.教材.教法,2015,(06):33-41.
[13] Dann, R. Promoting Assessment as Learning:Improving the Learning Process [M].London: Routledge Falmer,2002.
[14] Gielen,S.,Tops,L.,Dochy,F.,Onghena,P., & Smeets, S. A Comparative Study of Peer and Teacher Feedback and of Various Peer Feedback Forms in a Secon dary School Writing Curriculum[J].British Educational Research Journal, 2010(1)．
[15] Krashen,D.The Input Hypothesis [M].New York:Longman,1985.
[16] Lee I,Mak P & Yuan R.Assessment as Learning in primary writing classrooms: An exploratory study[J]. Studies in Ed ucational Evaluation,2019(62).
[17] Liu,J.&J.Hansen.Peer Response in Second Language Writing Classroom [M].Ann Arbor,MI:University of Michigan Press,2002．
[18] Mak P & Wong K M. Self-regul ation through portfolio assessment in writing classrooms[J].ELT Journal,2018(72).
[19] Meek,S.E.M,Blakemore,L.& Marks, L. Is Peer Review an Appropriate Form of Assessment in a MOOC? Student Part icipation and Performance in Formative Peer Review[J].Assessment & Evaluation in Higher Education,2017(6)．
[20] Nelson,G.L.& J. M. Murphy. Peer response groups: Do L2 writers use peer comments in revising their drafts?[J]. TESOL Quarterly,1993(1)．
[21] Patchan, M. M. & C. D. Schunn. Understanding the effects of receiving peer feedback for text revision: Relat ions between author and reviewer ability [J].Journal of Writing Research,2016(2).
[22] Rollinson,P.Using peer feedback in the ESL writing class[J].ELT Journal, 2005(1).
[23] Topping, K. J. Trends in peer learning[J].Educational Psychology,2005(6).
[24] Vygotsky, L. S. Mind in Society: The Development of Higher Psychologi cal Processes[M]. Cambridge, Mass: MIT Press,1978.
[25] Yu,S.& I. Lee. Peer feedback in second language writing (2005-2014)[J]. Language Teaching,2016(4).
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