英语教师证书考试课堂观察与报告评分标准开发研究

发布时间：2018-02-27 20:15

本文关键词： 课堂观察与报告任务评分标准书面评语焦点小组讨论反馈内容分析　出处：《北京外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：课堂观察与报告是中国外语测评中心研发的英语教师证书考试中的一项测试任务。该任务要求考生对一段取自真实英语课堂的教学录像片段进行观察并用英文进行口头报告。为了评价考生的作答表现,需要制定一个可靠的评分标准。本研究的目的是为该项测试任务制定评分标准,具体探究三方面的问题:分数档、评分维度和等级描述语。本研究采用"焦点小组讨论"和"反馈内容分析"方法进行研究,收集了39名英语专业学生和2名高中英语新手教师在该任务中的作答样本。两名高校英语教学专家、一名高中英语教研员和一名有经验的高中英语教师参与了焦点小组讨论。他们根据本研究选取的15份考生作答样本,围绕评分需要设定分数档和评分维度进行了讨论。基于讨论结果,他们分别为研究者选取的代表每个分数档的8份样本打分并撰写评语以说明打分原因。本研究把焦点小组的讨论转录成文本并对文本和书面评语进行质性分析。研究结果显示,评分员主要从考生英语口语水平和对课堂教学的理解及分析两个维度评判考生的作答表现,每个维度分四档。评判考生在每个维度的作答表现时,他们考虑了考生在不同次维度的具体表现。通过编码分析书面评语和分组整合编码结果,研究者为各个分数档的次维度制定了描述语。最后,本研究为该测试任务制定了分项式评分标准并补充了零档和相应的描述语。依照该评分标准,评分员可就考生作答表现给出两个维度的分数,考生可据此及其所对应的描述语,清楚了解自己在这两个维度上的优势和不足,从而得到充足的诊断性信息。本研究还进一步验证了"反馈内容分析"方法对于评分标准制定的有效性。
[Abstract]:Classroom observation and reporting is a test task in the English teacher certificate test developed by the china foreign language assessment center. The task requires examinees to observe a video clip from a real English classroom and enter the English language. In order to evaluate the performance of the examinee, There is a need to develop a reliable scoring standard. The purpose of this study is to develop a scoring standard for the test task, specifically exploring three issues: score files, This study used focus group discussion and feedback content analysis. A sample of 39 English majors and 2 high school English novice teachers were collected to answer the task. A senior high school English teacher and an experienced senior high school English teacher participated in the focus group discussion. They selected 15 sample candidates from this study. Based on the results of the discussion, the need to set the score file and the score dimension is discussed. They graded eight samples representing each score file and wrote comments to explain why. The study transcribed focus group discussions into text and qualitatively analyzed the text and written comments. The examinee's oral English level and the comprehension and analysis of classroom teaching were used to judge the performance of the examinee. Each dimension was divided into four files. When judging the performance of the examinee in each dimension, the grader judged the performance of the examinee in each dimension. They considered the specific performance of candidates in different subdimensions. Through coding analysis of written comments and grouping integrated coding results, the researchers developed descriptions for the sub-dimensions of each score file. Finally, In this study, a score criterion was developed for the task, and a zero score and a corresponding description were added. According to this criterion, the grader can give two dimensions of scores for the examinee's performance, according to which the examinee can give the score and the corresponding description. In order to obtain sufficient diagnostic information, the effectiveness of the "feedback content analysis" method in the setting of scoring criteria is further verified by a clear understanding of their advantages and disadvantages in these two dimensions.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319;G645.1

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