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出版社:上海外教
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ISBN:9787544639842
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作者:王躍武
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頁數:359
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出版日期:2015-07-01
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印刷日期:2015-07-01
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包裝:平裝
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開本:32開
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版次:1
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印次:1
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字數:354千字
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王躍武編著的《大規模英語考試作文評分信度與 網上閱卷實證研究》紹有關大規模英語考試作文網上 閱卷的研究成果,內容涉及作文網上閱卷過程的各個 環節、與作文網上閱卷有關的閱卷員心理決策過程、 作文評分過程中的認知作用、網上閱卷模型、計算機 自動評分以及網上閱卷繫統的設計開發與試用。實證 研究發現,網上閱卷能確保隨機分配作文卷,能加強 閱卷過程的質量監控,而且閱卷員之間的評分一致性 、閱卷員個人一致性和評分正確性都較高。研究結果 證明,網上閱卷有利於提高閱卷信度和閱卷效率。
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Chapter 1 Introduction 1.1 Rationale for the study 1.2 Objectives of the study 1.3 Organization of the thesis 1.4 Definition of terms 1.4.1 Online 1.4.2 Marking 1.4.3 Online marking 1.4.4 Online Marking System (OMS) 1.4.5 Local Area Network (LAN) Chapter 2 Research Questions and Methodology of the Study Chapter 3 Issues in the Direct Testing of EFL/ESL Writing Ability 3.1 Introduction 3.2 What is a direct writing test?. 3.3 EFL/ESL writing ability: What shall we test? 3.4 Issues in validity 3.4.1 What is validity? 3.4.2 Types of validity 3.5 Issues in reliability 3.5.1 What is reliability? 3.5.2 Methods of judging reliability of writing assessments 3.6 The relationship between validity and reliability 3.7 Four components of a direct writing test 3.7.1 The task 3.7.2 The writer 3.7.3 The scoring procedure 3.7.4 The rater 3.8 Washback 3.8.1 Washback in general 3.8.2 Washback of direct tests of writing 3.9 Practicality 3.10 Summary Chapter 4 The CET Writing Test 4.1 Introduction 4.2 The writing test required by the CET 4.2.1 A direct test 4.2.2 Positive washback 4.3 The scoring of CET compositions 4.3.1 The scoring approach currently adopted 4.3.2 Procedures involved in scoring CET essays 4.3.2.1 Scoring Principles and Marking Scheme 4.3.2.2 Range-finders and sample essays 4.3.2.3 Rater training 4.3.2.4 Rating process 4.3.2.5 Monitoring raters' scoring during the scoring sessions 4.3.2.6 Recording essay scores 4.4 Computer-aided adjustment of writing scores 4.5 Discussion Chapter 5 The First Experimental Study 5.1 Introduction 5,2 Compositions 5.3 Participants 5.4 Data collection procedure 5.5 The introspection and retrospection studies 5.5.1 Introduction 5.5.2 Data elicitation 5.5.3 Tape transcription 5.5.4 Data analysis 5.6 The questionnaire studies 5.6.1 Design of the questionnaires 5.6.2 Analysis of questionnaire responses 5.7 Findings from the introspection, retrospection and questionnaire studies 5.7.1 Issues and problems in rating CET essays online 5.7.2 Decision-making behaviors while rating CET-4 essays. 5.7.3 Summary of comments made by the raters on essays 5.7.3.1 Overall summary 5.7.3.2 Variations in raters' comments 5.7.4 Essay elements' influences on raters' decision-making. 5.7.5 Elements of good CET essays in the raters' eyes 5.8 Analysis of writing scores 5.9 Summary and discussion 5.9.1 About the issues and problems involved 5.9.2 About the raters' scoring decisions 5.9.3 About the writing scores Chapter 6 The Second Experimental Study 6.1 Introduction 6.2 Compositions 6.3 Participants 6.4 Data collection procedure 6.5 Problems encountered 6.6 Data analysis 6.7 Results 6.8 Summary Chapter 7 Design of the OMS 7.1 Introduction 7.2 Literature review on online marking of compositions 7.2.1 Automated scoring of essays 7.2.1.l Overview of four major automated scoring methods 7.2.1.2 Analysis of the four major automated scoring methods 7.2.1.3 Summary 7.2.2 Online scoring of essays by human raters 7.2.2.1 Overview of online scoring of essays by human raters 7.2.2.2 Empirical research on online scoring of essays by human raters 7.2.2.3 Summary 7.3 A preliminary model of marking essays online 7.4 Overview of the CET Online Marking System (OMS) 7.4.1 The data management module 7.4.l.1 Basic information management 7.4.1.2 Essay management 7.4.1.3 Search and report 7.4.2 The training module 7.4.3 The rating module 7.4.4 The monitoring module 7.5 Operation of the OMS and the rater interface 7.5.1 Overview of the operation of the OMS 7.5.2 The OMS rater interface 7.6 Main features of the CEI- OMS 7.6.1 Random distribution of scripts 7.6.2 Efficient score recording 7.6.3 Online real-time monitoring of scoring 7.6.4 Quality control of raters 7.6.4.1 Adherence to the CET Scoring Principles and Marking Scheme 7.6.4.2 Rater training 7.6.4.2.1 Compulsory training 7.6.4.2.2 Individual rater's self training 7.6.4.2.3 Forced training 7.6.4.3 Online discussion 7.6.4.4 Back-reading and score revising 7.6.4.5 Time control 7.7 Advantages of the CE-I OMS 7.7.1 Real and efficient random distribution of scripts at the national level 7.7.2 Real-time online monitoring of raters 7.7.3 Assured quality control of scoring 7.7.4 Overall efficiency 7.7.5 Efficient and economical storage of scripts 7.7.6 Express retrieval of scripts and scores 7.7.7 Efficient management and potential utilization of test data for research 7.8 Limitations of online scoring and solutions 7.9 Summary Chapter 8 The Third Experimental Study 8.1 Context of the experiment 8.2 Participants 8.3 Compositions 8.4 Data collection 8.4.1 Step1: Online marking 8.4.1.l The first round ordme marking 8.4.1.2 The second round onlLne markLng 8.4.2 Step 2: Conference marking 8.5 Data analysis 8.6 Results 8.7 Summary and discussion Chapter 9 Data Analysis Using FACETS 9.1 FACETS and method 9.2 The first approach: comparison of rater severity and consistency from the online setting and the conference setting 9.2.1 Rater severity and consistency: the online setting 9.2.1.1 Rater severity: the online setting 9.2.1.2 Rater consistency: the online setting 9.2.2 Rater severity and consistency: the conference setting 9.2.2.1 Rater severity: the conference setting 9.2.2.2 Rater consistency: the conference setting 9.2.3 Comparison of rater severity and consistency in two settings 9.2.4 Comparison of rater severity change between two settings 9.3 The second approach: bias analysis 9.3.1 Bias analysis: rater by essay interactions 9.3.2 Bias analysis: rater by setting interactions 9.4 Conclusion 9.5 Discussion Chapter 10 Summaries, Discussions, Implications and Recommendations 10.1 A refined model of online scoring of CET essays and its main features 10.2 Benefits proceeding from online scoring 10.3 Practicality 10.4 Scoring quality 10.5 Raters' comments 10.6 Suggestions for the improvement of the Online Marking System 10.7 Implications for other writing tests 10.8 Suggestions and recommendations for future research 10.8.1 Suggestions for future research in online marking of compositions 10.8.2 Recommendations for future research in EFL writingassessment 10.9 Theoretical and practical significance of the study References Appendices 後記
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