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Title: Peer and Self-Assessment for English Oral Performance
Other Titles: 同儕及自我評量英語口語表現:一個信度及學習成效的研究
Authors: 陳玉美
Issue Date: Apr-2006
Publisher: 國立台灣師範大學英語學系
Department of English, NTNU
Abstract: 本文旨在闡述一個探討同儕及自我評量英語口語表現之信度及學習成效的研究。參與研究的對象為40位大學二年級修習英語口語訓練的學生;研究工具為研究前後的態度問卷及英語口語評分表。研究結果發現師生的評分相關性很高,但是學生的評分分佈較為集中;各項標準的評分中,學生和老師在語言和表達兩項的評分相似度最高,儀態方面最低。經過一學期的練習,學生指出他們在英語語用、口語技巧、批判思考能力、自我檢視學習優劣、及評量信心等層面有所收穫;他們更為肯定參與同儕及自我評量的意義,對同儕評量也感到更自在,但是,他們建議採納學生評量的比例卻降低了2.4%,學生還是認為學生的評分不如教師的客觀。論文最後提出若干教學及研究建議。
This paper reports a study which investigated the reliability and potential benefits of peer and self-assessment for English oral training at the tertiary level. Participants were 40 second-year students taking English oral training at a national university in southern Taiwan. Data were collected from pre- and post-study questionnaires as well as student and teacher assessments of oral performance. The study found that peer and self-assessment was highly correlated with teacher assessment, though students' markings were more centrally distributed. Students' analytical scorings were likely to agree with the teacher's on the criteria of language and delivery most and manner least. After the practice, students were more certain about student participation in assessment and felt more comfortable about peer assessment, but the proposed ratio for student assessment was reduced 2.4%. Peer and self-assessment was perceived less objective than teacher assessment. In terms of learning effects, students claimed gains in English speaking skills, critical thinking, awareness of strengths and weaknesses in the assessed skills, and confidence in evaluation. Pedagogical implications and suggestions for future research are also provided.
Other Identifiers: EB6FE982-EB8F-2943-F5F1-C45A5382B548
Appears in Collections:英語教學

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