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对评分员评分行为的研究发现,评分员对评分标准的不同解读和操作会产生偏差。整体评分法仅给出每一分数段的样本,缺乏具体的标准描述会产生不同的评分行为;从整体评分行为中因子分析析出主要考察项目并进行具体描绘,运用分析性评分法,不同的评分员却又给予不同的项目不同的权重;虽然评分员培训可以减少这种偏差,但是写作任务的不同难度,所要求的不同文体,却又使整齐划一的评分标准无法普适。评分员的评分误差很大程度上是因为作文的多角度和读作文的多方法决定的。评分员的有限注意力资源不可能使他们关注到所有的角度和方法。因而,整合语篇研究的新理论,建立整体评分法和主要特点评分法相结合的作文评估标准将有助于形成性评估,从而促进写作教学。
The research on grader grading behavior found that graders could deviate from the different interpretations and operations of grading standards. The whole grading method only gives a sample of each score, lack of specific standard description will produce different grading behavior; from the overall grading behavior factor analysis of the main inspection items and a detailed description of the use of analytical grading method, different grading Although the grader training can reduce such deviation, the difficulty of writing tasks, the different style required, and the uniform and uniform grading standards are not universal. The grading errors of the scorers are largely due to the multi-angle of the compositions and the multiple ways of reading the compositions. It is impossible for graders to pay attention to resources and make them pay attention to all angles and methods. Therefore, the integration of the new theory of discourse research and the establishment of essay evaluation criteria which combines the overall score method and the main feature score method will contribute to formative assessment, thus promoting writing teaching.