|Alternative Title||A Comparison between Multiple Assessments in EFL Writing Test
|Place of Conferral||兰州
|Other Abstract||In the language education field, teacher acting as the sole rater produces many problems and disadvantages, such as heavy workload for teachers, potential biases etc. which not only bother the educators, but also affects students’ evaluation results. In the past few decades, adapting alternative assessments in EFL teaching has increasingly becoming a focus of research/study. But few studies have set foot in the comparison of all three types of assessments—self-, peer- and teacher-assessments by applying the method of Multifaceted Rasch model. The present study has applied the “Rater’s Effects” (Myford& Wolfe, 2003) and “Learner Autonomy” (Holec, 1981) as theoretical basis to support the alternative assessments carried out in Lanzhou University. 80 non-English second-year students and two experienced EFL teachers took part in the study. Students’ self-assessments, peer-assessments and teacher-assessments were produced in the end. By applying Multifaceted Rasch Measurement, these collected data were analyzed through computer program FACETS 3.22 (Linacre, 1999)—the mainstream Multifaceted Rasch Measurement software. At last, the scoring results collected from AES tool www.pigai.org were processed together with self-, peer-and teacher-assessments through the Spearman's rank correlation coefficient ρ in order to obtain the paired consistency. In the present study, three facets are processed through Multifaceted Rasch Measurement, including writers, raters and criterion items. According to the research findings, student-raters showed wider range of severity/leniency compared to teacher-raters; all three types of different raters revealed bias through analysis for rater × writer interactions, and all manifested independent bias patterns; compared with high-ability students, low-ability students were more easily grading their own and peers’ writings with biased assessments; however teacher-raters tended to assess low-ability students more leniently then high-ability ones. As to the online assessing tool, its scoring results were not externally consistent with the self- and teacher-assessments in the study. In the last part, some implications and suggestions in regard to alternative assessments, rater training, assessments quality improvement, and EFL teaching were brought up in brief.|
吴俪旻. 英语写作测试中多种评测效果对比研究[D]. 兰州. 兰州大学,2015.
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