[1]史天化.同伴互评在大学英语口语教学中的作用[J].福建工程学院学报,2016,14(02):193-198.[doi:10.3969/j.issn.1672-4348.2016.02.018]
　Shi Tianhua.A study of the role of peer assessment employed in college oral English teaching and learning[J].Journal of FuJian University of Technology,2016,14(02):193-198.[doi:10.3969/j.issn.1672-4348.2016.02.018]
点击复制

同伴互评在大学英语口语教学中的作用()
分享到：

《福建工程学院学报》[ISSN:2097-3853/CN:35-1351/Z]

卷:
第14卷
期数:
2016年02期
页码:
193-198
栏目:
出版日期:
2016-04-25

文章信息/Info

Title:
A study of the role of peer assessment employed in college oral English teaching and learning
作者:
史天化
福建工程学院人文学院
Author(s):
Shi Tianhua
School of Humanities, Fujian University of Technology
关键词:
大学英语;  口语教学;  同伴互评;  同伴反馈
Keywords:
college English;  oral English teaching;  pear-assessment;  peer-feedback
分类号:
G642.475
DOI:
10.3969/j.issn.1672-4348.2016.02.018
文献标志码:
A
摘要:
采用定量分析与定性分析相结合的方法，探讨了同伴互评在普通高校英语专业口语教学中的可行性和有效性。结果表明同伴评分虽然也参照评分量表，但更多地依据评分员的主观感受进行评分。学生与教师的分数分布存在显著差异，教师评分的离散程度更大，而学生分数的同质程度更高。同伴评分反馈在一定程度上提升了学生对评分标准的理解，提高了与教师评分的拟合度。
Abstract:
The feasibility and effectiveness of peer-assessment in oral English class in college English teaching is investigated via quantitative and qualitative methods. The results show that peer-assessment is more based on the rater’s (individual’s) experience rather than the rating scale. The assessing is significantly different between the teachers and the students. The assessing of the teachers is more discreet while that of the students is more homogeneous. Compared to the ranges of marks given by teachers, peer-assessing tends to overrate low performance and underrate high performance, thus displaying the higher central tendency. The feedback promotes to a certain extent the students’ understanding of rating criteria and increases the fitting between peer-and teacher-assessment.

参考文献/References:

[1] Pope N K L. The impact of stress in self- and peer assessment[J]. Studies in Higher Education,2005,30(1),51-63
[2] Cho K， MacArthur C. Student revision with peer and expert reviewing[J]. Learning and Instruction,2010,98(4):891-901.
[3] Matsuno S. Self, peer, and teacherassessments in Japanese university EFL writing classrooms[J]. Language Testing,2009,26(1):75-100.
[4] 曹荣平，张文霞，周燕.形成性评估在中国大学非英语专业英语写作中的运用[J].外语教学，2004(5):82-87.
[5] 陈美华，徐小燕.大学英语口语能力形成性评估实证研究[J].东南大学学报,2008(3):119-123.
[6] Oldfield K A, Macalpine M K. Peer and self-assessment at tertiary level: An experimental report[J]. Assessment & Evaluation in Higher Education,1995,20(1):125-132.
[7] Burnett W, Cavaye G. Peer assessment by fifth year students of surgery[J]. Assessment in Higher Education,1980(5)：73-78
[8] Mrudula P. The influence of peer feedback on self-and peer-assessment of oral skills[J]. Language Testing,2002,19(2):109-131.
[9] Winnie C, Martin W. Peer assessment of language proficiency[J]. Language Testing,2005,22(1):93-121.

更新日期/Last Update: 2016-04-25