概要写作评分量表研究：开发研制与效度验证
发布时间：2021-12-18 11:23
“读写结合”英语写作任务考查学生在阅读的基础上完成相关写作任务的能力,因其更具测试真实性而受到越来越多的重视和关注。作为“读写结合”写作测试的重要一员,概要写作已为国内外诸多大规模高风险英语考试所采用,如托福、英语专业四、八级考试(2016年起)、上海英语高考(2017年起)等。但在实际阅卷中该写作题型所采用的评分量表大多均在理论分析和专家判断的基础上形成,基于考生数据和实际测评表现的评分量表比较匮乏;此外课堂形成性评估中亦缺乏可用于学生互评或自评的概要写作评分量表。有鉴于此,本研究拟研制吻合概要写作测试构念,科学规范、简便易施的教师版、学生版评分量表,并多角度地分别对其进行效度验证。在评分量表研制阶段,本研究首先通过以下途径征集和取概要写作文本特征:(1)研读文献,深入挖掘概要写作测试构念;(2)分析现有考试中的概要写作评分标准;(3)采用问卷直接征集;(4)邀请8名教师对2篇概要写作样本自由撰写评语;(5)将征集的文本特征以李克特五级量表的形式向325名高校英语教师征求意见;(6)结合问卷结果和专家判断最终确定20条文本特征为概要写作评分标准的述语。其次,利用SPSS和AMOS软件...
【文章来源】： 上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：341 页
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.1.1 Rise of reading-to-write tasks
1.1.2 Summary writing in English writing tests
1.2 Rationale for the study
1.2.1 Significance of summary writing
1.2.2 Lack of rating scales for summary writing
1.2.3 Necessity of students’ participation in rating
1.3 Brief description of the study
1.4 Significance of the study
1.5 Structure of the dissertation
Chapter Two Literature Review
2.1 Summary writing
2.1.1 Definition of summary writing
2.1.2 Construct of summary writing as an integrated task
2.1.3 Summary writing in language assessment
2.1.4 Validity considerations in summary writing
2.2 Studies on rating scales in writing assessment
2.2.1 Definition of rating scales
2.2.2 Taxonomy of rating scales
2.2.3 Construction of rating scales
2.2.4 Users of rating scales
2.3 Validation of rating scales in writing assessment
2.3.1 Definition of validity and validation
2.3.2 Validation frameworks
2.3.3 Methodology in validation of rating scales in writing tests
2.4 Summary
Chapter Three Research design
3.1 Conceptual framework & research questions
3.1.1 Implications from previous studies for the present study
3.1.2 Conceptual framework
3.1.3 Research questions of the study
3.2 Participants
3.2.1 Students
3.2.2 Teachers
3.3 Data collection
3.3.1 Phase 1....Data collected for construction of rating scales
3.3.2 Phase 2—Data collected for validation of rating scales
3.4 Data analysis
3.4.1 Quantitative data
3.4.2 Qualitative data
3.5 Summary of the research design
Chapter Four Results and discussion(1): Construction of rating scales
4.1 Construction of the rating scale for teacher raters
4.1.1 Determination of dimensions of the rating scale
4.1.2 Finalization of the rating scale
4.2 Construction of the rating scale for peer raters
4.2.1 Features of the rating scale for peer raters
4.2.2 Discussion
Chapter Five Results and Discussion (2): Validation of rating scales
5.1 Validation of the rating scale for teacher raters
5.1.1 MFRM analysis
5.1.2 Practical Application of the rating scale
5.1.3 Teacher raters’ perceptions of the rating scale
5.2 Validation of the rating scale for peer raters
5.2.1 MFRM analysis
5.2.2 Other quantitative validity evidence
5.2.3 Peer raters’ perceptions of the rating scale
Chapter Six Modification of rating scales
6.1 Modification of the rating scale for teacher raters
6.2 Modification of the rating scale for peer raters
Chapter Seven Conclusion
7.1 Major findings
7.1.1 Answer to Research Question 1
7.1.2 Answer to Research Question 2
7.1.3 Answer to Research Question 3
7.2 Implications
7.2.1 Theoretical implications
7.2.2 Pedagogical implications
7.2.3 Methodological implications
7.3 Limitations of the research
7.4 Future research directions
References
Appendixes
Appendix 1a-The Questionnaire of Textual Attributes of SummaryWriting
Appendix 1b-The Questionnaire of Textual Attributes of Summary Writing
Appendix 2-Source texts used for the research
Appendix 3a-Questions for interviews with teacher raters
Appendix 3b-Questions for interviews with teacher raters
Appendix 4a-Questions for interviews with peer raters
Appendix 4b-Questions for interviews with peer raters
【参考文献】：
期刊论文
[1]中学生英语概要写作研究:问题与对策 [J]. 金怡. 外语测试与教学. 2016(04)
[2]基于“产出导向法”的大学英语课堂教学实践 [J]. 张文娟. 外语与外语教学. 2016(02)
[3]概化理论和多层面Rasch模型在CET-4作文评分中的应用研究 [J]. 徐鹰. 西安外国语大学学报. 2016(01)
[4]大规模英语考试作文评分标准效度验证 [J]. 陈建林. 中国考试. 2016(01)
[5]基于多层面Rasch模型的TEM-4作文评分员效应研究 [J]. 张文星,邹申. 中国外语教育. 2015(03)
[6]基于动态评估理论的英语写作反馈方式比较研究 [J]. 李奕华. 外语界. 2015(03)
[7]语言测试效度及其验证模式的嬗变 [J]. 韩宝成,罗凯洲. 外语教学与研究. 2013(03)
[8]大学英语写作中同伴互评反馈模式测量评价表的编制 [J]. 白丽茹. 现代外语. 2012(02)
[9]评卷人效应的多层面Rasch模型研究 [J]. 刘建达. 现代外语. 2010(02)
本文编号：3542290
【文章来源】： 上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：341 页
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.1.1 Rise of reading-to-write tasks
1.1.2 Summary writing in English writing tests
1.2 Rationale for the study
1.2.1 Significance of summary writing
1.2.2 Lack of rating scales for summary writing
1.2.3 Necessity of students’ participation in rating
1.3 Brief description of the study
1.4 Significance of the study
1.5 Structure of the dissertation
Chapter Two Literature Review
2.1 Summary writing
2.1.1 Definition of summary writing
2.1.2 Construct of summary writing as an integrated task
2.1.3 Summary writing in language assessment
2.1.4 Validity considerations in summary writing
2.2 Studies on rating scales in writing assessment
2.2.1 Definition of rating scales
2.2.2 Taxonomy of rating scales
2.2.3 Construction of rating scales
2.2.4 Users of rating scales
2.3 Validation of rating scales in writing assessment
2.3.1 Definition of validity and validation
2.3.2 Validation frameworks
2.3.3 Methodology in validation of rating scales in writing tests
2.4 Summary
Chapter Three Research design
3.1 Conceptual framework & research questions
3.1.1 Implications from previous studies for the present study
3.1.2 Conceptual framework
3.1.3 Research questions of the study
3.2 Participants
3.2.1 Students
3.2.2 Teachers
3.3 Data collection
3.3.1 Phase 1....Data collected for construction of rating scales
3.3.2 Phase 2—Data collected for validation of rating scales
3.4 Data analysis
3.4.1 Quantitative data
3.4.2 Qualitative data
3.5 Summary of the research design
Chapter Four Results and discussion(1): Construction of rating scales
4.1 Construction of the rating scale for teacher raters
4.1.1 Determination of dimensions of the rating scale
4.1.2 Finalization of the rating scale
4.2 Construction of the rating scale for peer raters
4.2.1 Features of the rating scale for peer raters
4.2.2 Discussion
Chapter Five Results and Discussion (2): Validation of rating scales
5.1 Validation of the rating scale for teacher raters
5.1.1 MFRM analysis
5.1.2 Practical Application of the rating scale
5.1.3 Teacher raters’ perceptions of the rating scale
5.2 Validation of the rating scale for peer raters
5.2.1 MFRM analysis
5.2.2 Other quantitative validity evidence
5.2.3 Peer raters’ perceptions of the rating scale
Chapter Six Modification of rating scales
6.1 Modification of the rating scale for teacher raters
6.2 Modification of the rating scale for peer raters
Chapter Seven Conclusion
7.1 Major findings
7.1.1 Answer to Research Question 1
7.1.2 Answer to Research Question 2
7.1.3 Answer to Research Question 3
7.2 Implications
7.2.1 Theoretical implications
7.2.2 Pedagogical implications
7.2.3 Methodological implications
7.3 Limitations of the research
7.4 Future research directions
References
Appendixes
Appendix 1a-The Questionnaire of Textual Attributes of SummaryWriting
Appendix 1b-The Questionnaire of Textual Attributes of Summary Writing
Appendix 2-Source texts used for the research
Appendix 3a-Questions for interviews with teacher raters
Appendix 3b-Questions for interviews with teacher raters
Appendix 4a-Questions for interviews with peer raters
Appendix 4b-Questions for interviews with peer raters
【参考文献】：
期刊论文
[1]中学生英语概要写作研究:问题与对策 [J]. 金怡. 外语测试与教学. 2016(04)
[2]基于“产出导向法”的大学英语课堂教学实践 [J]. 张文娟. 外语与外语教学. 2016(02)
[3]概化理论和多层面Rasch模型在CET-4作文评分中的应用研究 [J]. 徐鹰. 西安外国语大学学报. 2016(01)
[4]大规模英语考试作文评分标准效度验证 [J]. 陈建林. 中国考试. 2016(01)
[5]基于多层面Rasch模型的TEM-4作文评分员效应研究 [J]. 张文星,邹申. 中国外语教育. 2015(03)
[6]基于动态评估理论的英语写作反馈方式比较研究 [J]. 李奕华. 外语界. 2015(03)
[7]语言测试效度及其验证模式的嬗变 [J]. 韩宝成,罗凯洲. 外语教学与研究. 2013(03)
[8]大学英语写作中同伴互评反馈模式测量评价表的编制 [J]. 白丽茹. 现代外语. 2012(02)
[9]评卷人效应的多层面Rasch模型研究 [J]. 刘建达. 现代外语. 2010(02)
本文编号：3542290
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