高考英语写作评分量表研究
发布时间：2019-05-24 14:06
【摘要】：本文主要对高考英语写作评分量表进行研究。EFL写作评估是语言测试领域的重要组成部分。高考作为大规模高风险性测试,其现行的英语写作评分量表是专家基于当时的语言能力观和教学大纲设计的综合性评分量表,在评分过程中存在着评分维度不明确,评分效度不高等问题。近年,一些学者的研究证明,对于EFL写作评估而言,分项式评分量表能够为写作教学提供更详细具体的诊断性信息,准确的评价受试各方面的能力,提高写作测试评分的效度,从而促进考试的公平性。因此,本文尝试采用定性研究与定量研究相结合的方法来编制一份高考英语写作分项评分量表,以期能为高考英语写作评分量表的革新做出探索性的尝试,为保障高考这一大规模高风险测试的效度奠定基石。本文主要基于Bachman(1996)的交际语言能力理论和Weir(2005)的写作测试效度验证框架对如下问题进行了研究:1)高考英语写作评分量表可以分为哪几个主要维度?2)高考英语写作评分量表各维度的权重是多少?3)高考英语写作评分量表的效度如何?针对以上研究问题,进行了如下实验设计:首先,为确定高考英语写作评分量表的主要维度,作者以交际语言能力理论为基础,采用文献法和访谈法从国内外知名EFL/ESL测试的写作评分量表、高中英语教师和高考评分员中搜集有关评分量表构成成分的描述语。然后参照李清华(2014)编制的“英语专业学生写作能力调查问卷”,编制出“高考英语写作评分量表调查问卷”,并通过采用问卷调查的方法,从高中英语教师,高考评分员和学生的角度来分析所搜集到的描述语对高考英语写作评分重要性,从而得出高考英语写作评分量表的有效构成成分。最终通过对调查结果进行探索性因子分析,得出高考英语写作评分量表的主要维度;其次,为研究高考英语写作评分量表各维度的权重,邀请有经验的两位评分员以初步构建的评分量表对30篇以2015年高考英语湖南卷写作任务为要求的再测作文进行评分,运用回归分析中的逐步迭代法得出初步评分量表各维度的回归系数,以确定最终各维度的权重;最后,为了验证新评分标准的效度,本研究让四位评分员分别参照新编制的分项式高考英语写作评分量表以及原整体式高考英语写作评分量表对30篇高考再测作文进行评分,然后从两种评分量表的对比分析以及分项式评分量表的MFRM分析来判断高考英语分项评分量表的效度。本研究发现:1)高考英语写作评分量表主要包括四大维度:篇章组织结构、思想内容表达、语言运用(语言的准确性、丰富性和得体性)以及写作规范;2)高考英语写作评分量表各维度的权重分别为:篇章组织结构(15%)、思想内容表达(15%)、语言运用(52%)、语言的准确性(16%),丰富性(25%),得体性(11%)以及写作规范(18%);3)高考英语写作分项评分量表的评分效度较好,能有效区分不同受试的写作能力。新评分量表的评分员稳定性,一致性和公平性相对于使用原评分量表有明显提升。研究结果表明,分项式高考英语写作评分量表在高考英语写作测试中具有切实的可行性。高考英语写作评分量表的制定应该采用基于理论和基于实验数据相结合的设计方法。在构建高考英语写作评分量表过程中,描述语的采集是基础,评分维度及权重的确定是关键,评分量表的效度验证是重要保障。希望本研究能为高考英语写作评分量表的革新以及高中英语写作教学、评估提供借鉴作用。鉴于有限的时间和精力,以及外界环境的限制,本研究所运用的写作文本都是高考的再测作文,虽然尽最大可能使其与高考作文样本保持一致,但受学生心理因素的影响,与真实的作文样本可能还是存在一些差异。其次,参与本研究的高考专家数量有限,未来研究可以让更多的高考专家参与进来,使采样的样本量更大,调查更加全面。高考评分量表与评分员之间的交互作用以及对评分过程的探究是未来研究的重要方向。
[Abstract]:This paper mainly studies the English writing grading scale of the college entrance examination. EFL writing evaluation is an important part in the field of language testing. As a large-scale high-risk test, the current English writing scoring scale is a comprehensive scoring scale based on the language ability and the design of the syllabus, and the score is not clear in the process of scoring, and the score and validity are not high. In recent years, the study of some scholars has shown that for EFL writing evaluation, the sub-item grading scale can provide more detailed and specific diagnostic information for writing teaching, and can accurately evaluate the abilities of the test subjects and improve the validity of the writing test scores, thus promoting the fairness of the examination. Therefore, this paper attempts to use the method of combining qualitative research and quantitative research to prepare an English writing sub-score scale of the college entrance examination, in order to make an exploratory attempt to the innovation of the English writing grading scale of the college entrance examination, In order to guarantee the validity of the large-scale high-risk test of the college entrance examination. Based on Bachman (1996) 's communicative language ability theory and Weir (2005), this paper studies the following problems:1) What are the main dimensions of the English writing grading scale of the college entrance examination? 2) What is the weight of each dimension of the English writing grading scale of the college entrance examination? 3) How is the validity of the English writing grading scale of the college entrance examination? In view of the above research problems, the following experimental design is carried out: first, in order to determine the main dimension of the English writing grading scale of the college entrance examination, the author, based on the communicative language ability theory, adopts the literature method and the interview method to obtain the writing score scale of the well-known EFL/ ESL test from home and abroad. A description of the composition of the score scale was collected from the high school English teachers and the college entrance examination scores. Then, with reference to the "A Questionnaire on the Writing Ability of English Majors" compiled by Li Qinghua (2014), the "The questionnaire survey of the English writing grading scale of the college entrance examination" is compiled, and the importance of the collected descriptive language to the English writing of the college entrance examination is analyzed from the perspective of the high school English teacher, the college entrance examination score and the students by adopting the method of the questionnaire. So as to obtain the effective component of the college entrance examination English writing score scale. Finally, through the exploratory factor analysis of the survey results, the main dimension of the English writing score scale of the college entrance examination is obtained, and the weight of each dimension of the English writing score scale of the college entrance examination is studied. In this paper, we use the progressive iteration method in the regression analysis to obtain the regression coefficient of each dimension of the preliminary scoring scale. At last, in order to validate the validity of the new scoring criteria, the four-level scoring staff of the present study will be able to score 30 college entrance examination compositions with reference to the newly developed sub-item type college entrance examination English writing score scale and the original one-piece college entrance examination English writing score scale, respectively. Then, the validity of the English sub-score scale of the college entrance examination was determined from the comparison analysis of the two scoring scales and the MFRM analysis of the sub-item grading scale. The study found that:1) The English writing scale of the college entrance examination mainly includes four dimensions: the structure of the text, the expression of the content of the thought, the language application (the accuracy, the richness and the appropriateness of the language), and the writing specification; and 2) the weight of each dimension of the English writing and grading scale of the college entrance examination is: The structure of the text organization (15%), the expression of the ideological content (15%), the application of the language (52%), the accuracy of the language (16%), the richness (25%), the appropriateness (11%) and the writing specification (18%); and 3) the score and validity of the English writing subscore scale of the college entrance examination is good, And the writing ability of different tests can be effectively distinguished. The score-keeper stability, consistency and fairness of the new score scale were significantly improved with respect to the use of the original score scale. The results show that the sub-item college entrance examination English writing grading scale has practical feasibility in the English writing test of the college entrance examination. The development of the English writing grading scale of the college entrance examination should be based on the combination of theory and experiment data. In the process of constructing the English writing grading scale of the college entrance examination, the description language acquisition is the basis, the score dimension and the weight determination are the key, and the validity verification of the score scale is an important guarantee. It is hoped that this study can provide a reference for the innovation of the English writing grading scale of the college entrance examination and the teaching and evaluation of English writing in high school. In view of the limited time and energy, as well as the limitation of the external environment, the writing text used by the Institute is the re-test composition of the college entrance examination, although it is possible to keep it in line with the high-test composition sample, but it is affected by the psychological factors of the students. There may be some differences between the real composition sample and the real composition sample. Secondly, the number of the experts involved in the college entrance examination is limited, and the future research can involve more experts in the college entrance examination, so that the sample size of the sampling is larger and the investigation is more comprehensive. The interaction between the score scale of the college entrance examination and the score and the inquiry into the scoring process are the important direction of the future research.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2484923
[Abstract]:This paper mainly studies the English writing grading scale of the college entrance examination. EFL writing evaluation is an important part in the field of language testing. As a large-scale high-risk test, the current English writing scoring scale is a comprehensive scoring scale based on the language ability and the design of the syllabus, and the score is not clear in the process of scoring, and the score and validity are not high. In recent years, the study of some scholars has shown that for EFL writing evaluation, the sub-item grading scale can provide more detailed and specific diagnostic information for writing teaching, and can accurately evaluate the abilities of the test subjects and improve the validity of the writing test scores, thus promoting the fairness of the examination. Therefore, this paper attempts to use the method of combining qualitative research and quantitative research to prepare an English writing sub-score scale of the college entrance examination, in order to make an exploratory attempt to the innovation of the English writing grading scale of the college entrance examination, In order to guarantee the validity of the large-scale high-risk test of the college entrance examination. Based on Bachman (1996) 's communicative language ability theory and Weir (2005), this paper studies the following problems:1) What are the main dimensions of the English writing grading scale of the college entrance examination? 2) What is the weight of each dimension of the English writing grading scale of the college entrance examination? 3) How is the validity of the English writing grading scale of the college entrance examination? In view of the above research problems, the following experimental design is carried out: first, in order to determine the main dimension of the English writing grading scale of the college entrance examination, the author, based on the communicative language ability theory, adopts the literature method and the interview method to obtain the writing score scale of the well-known EFL/ ESL test from home and abroad. A description of the composition of the score scale was collected from the high school English teachers and the college entrance examination scores. Then, with reference to the "A Questionnaire on the Writing Ability of English Majors" compiled by Li Qinghua (2014), the "The questionnaire survey of the English writing grading scale of the college entrance examination" is compiled, and the importance of the collected descriptive language to the English writing of the college entrance examination is analyzed from the perspective of the high school English teacher, the college entrance examination score and the students by adopting the method of the questionnaire. So as to obtain the effective component of the college entrance examination English writing score scale. Finally, through the exploratory factor analysis of the survey results, the main dimension of the English writing score scale of the college entrance examination is obtained, and the weight of each dimension of the English writing score scale of the college entrance examination is studied. In this paper, we use the progressive iteration method in the regression analysis to obtain the regression coefficient of each dimension of the preliminary scoring scale. At last, in order to validate the validity of the new scoring criteria, the four-level scoring staff of the present study will be able to score 30 college entrance examination compositions with reference to the newly developed sub-item type college entrance examination English writing score scale and the original one-piece college entrance examination English writing score scale, respectively. Then, the validity of the English sub-score scale of the college entrance examination was determined from the comparison analysis of the two scoring scales and the MFRM analysis of the sub-item grading scale. The study found that:1) The English writing scale of the college entrance examination mainly includes four dimensions: the structure of the text, the expression of the content of the thought, the language application (the accuracy, the richness and the appropriateness of the language), and the writing specification; and 2) the weight of each dimension of the English writing and grading scale of the college entrance examination is: The structure of the text organization (15%), the expression of the ideological content (15%), the application of the language (52%), the accuracy of the language (16%), the richness (25%), the appropriateness (11%) and the writing specification (18%); and 3) the score and validity of the English writing subscore scale of the college entrance examination is good, And the writing ability of different tests can be effectively distinguished. The score-keeper stability, consistency and fairness of the new score scale were significantly improved with respect to the use of the original score scale. The results show that the sub-item college entrance examination English writing grading scale has practical feasibility in the English writing test of the college entrance examination. The development of the English writing grading scale of the college entrance examination should be based on the combination of theory and experiment data. In the process of constructing the English writing grading scale of the college entrance examination, the description language acquisition is the basis, the score dimension and the weight determination are the key, and the validity verification of the score scale is an important guarantee. It is hoped that this study can provide a reference for the innovation of the English writing grading scale of the college entrance examination and the teaching and evaluation of English writing in high school. In view of the limited time and energy, as well as the limitation of the external environment, the writing text used by the Institute is the re-test composition of the college entrance examination, although it is possible to keep it in line with the high-test composition sample, but it is affected by the psychological factors of the students. There may be some differences between the real composition sample and the real composition sample. Secondly, the number of the experts involved in the college entrance examination is limited, and the future research can involve more experts in the college entrance examination, so that the sample size of the sampling is larger and the investigation is more comprehensive. The interaction between the score scale of the college entrance examination and the score and the inquiry into the scoring process are the important direction of the future research.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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