(3.236.214.19) 您好!臺灣時間:2021/05/07 11:40
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

: 
twitterline
研究生:江健豪
研究生(外文):Chien-hao Chiang
論文名稱:國中教師寫作評量回饋品質及其有效性之研究
論文名稱(外文):The Quality and Validity of Feedback on Written Assessment from Junior High School Teachers
指導教授:林世華林世華引用關係
指導教授(外文):Sieh-Hwa Lin
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:101
中文關鍵詞:寫作評量寫作評量回饋評分規準
外文關鍵詞:writing assessmentwritten assessment feedbackrubric
相關次數:
  • 被引用被引用:4
  • 點閱點閱:496
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:134
  • 收藏至我的研究室書目清單書目收藏:2
本研究目的為了解國中教師寫作評量回饋之類型、品質與有效性:首先瞭解國內外寫作評分規準要點;其次從相關研究中找出良好回饋的原則;接著選擇出最能符合國中教師寫作評量回饋之歷程模式。在研究方法上,研究者蒐集到13位教師的作文評改樣卷,與協同分析者共同運用內容分析法對評語進行編碼。本研究之結果如下:(1)類型方面,共發現三大類13種評語類型。(2)品質方面,研究顯示出寫作評量回饋於投入性、均衡性、豐富性與具體性表現頗佳;鼓勵性則有待加強。(3)有效性方面,評語內容與基測寫作評分規準相關性頗高。最後,研究者針對所得結論,提出未來寫作評改、教學與研究之建議。
This study was designed to investigate the different types of feedback on written assessment given by Taiwanese junior high school teachers, as well as the quality and validity of this feedback. Current conceptualizations of how to construct rubrics and offer feedback were first reviewed, and a ‘best practice’ model for providing feedback was defined. Samples of writing test performances and feedback from teachers were collected from 13 teachers. The author and two co-analysts applied a content-analysis model to categorize the samples. Three types and thirteen kinds of feedback were revealed through this categorization process. Using the ‘best practice’ model to assess the feedback, it was found that the feedback generally met prevailing standards in terms of ‘investment’, ‘balance’, ‘variety’ and ‘tangibility’. However, it was found that feedback often appears to be lacking in ‘encouragement.’ Finally, the rubrics used by teachers were found to be highly relevant to the rubrics used in the Basic Competence Writing Test for Junior High School Students (BCTEST). Implications for pedagogy and suggestions for further research are offered.
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 4
第三節 名詞釋義 4
第二章 文獻探討 7
第一節 寫作評分規準 7
第二節 寫作評量回饋 17
第三節 寫作歷程 27
第三章 研究方法 37
第一節 研究方法的選擇 37
第二節 研究流程 38
第三節 研究參與者 39
第四節 資料蒐集與處理 41
第五節 信度與效度考驗 47
第四章 研究結果 49
第一節 教師寫作評量之投入性 49
第二節 教師寫作評量之均衡性 51
第三節 教師寫作評量之豐富性 53
第四節 教師寫作評量之鼓勵性 58
第五節 教師寫作評量之具體性 59
第六節 教師寫作評量回饋與基測規準之相關性 60
第七節 小結 61
第五章 綜合討論 63
第一節 國內外內容與形式回饋之差異 63
第二節 基測寫作評分規準之影響 65
第三節 評語功能的多樣性 67
第六章 結論與建議 68
第一節 結論 68
第二節 研究限制 71
第三節 建議 72
中文參考文獻 76
英文參考文獻 77
網頁參考文獻 81
附錄 82
附錄一 NWREL的「6+1 traits」評分規準 82
附錄二 張麗麗「作文分析式計分規準」 84
附錄三 鄭圓鈴「長文型試題評分表」 87
附錄四 國民中學學生基本學力測驗寫作測驗評分規準表 88
附錄五 研究邀請函 90
附錄六 研究參與老師同意書 91
附錄七 研究參與學生同意書 93

附表目次
表2-1-1 論說文評分規準 9
表2-1-2 整體型評分規準 9
表2-1-3 寫作評分規準一覽表 14
表3-4-1 初步類目編碼系統表 44
表3-4-2 類目編碼系統及實例表 46
表3-5-1 信度考驗之相互同意度 48
表4-1-1 眉批/總評篇數與比例 49
表4-1-2 眉批句數分佈與百分比 50
表4-1-3 評語字數與範圍 51
表4-2-1 眉批涵蓋規準項數與百分比 52
表4-2-2 總評涵蓋規準項數與百分比 52
表4-2-3 基測四大規準提及次數 52
表4-3-1 眉批提及非規準次數與百分比 54
表4-3-2 總評提及非規準次數與百分比 54
表4-3-3 各式非規準平均提及次數 54
表4-3-4 非規準種類與實例 55
表4-3-5 眉批提及非寫作評量次數與百分比 56
表4-3-6 總評提及非寫作評量次數與百分比 56
表4-3-7 各式非寫作評量平均提及次數 56
表4-3-8 非寫作評量種類與實例 57
表4-4-1 眉批提及鼓勵性回饋次數與百分比 58
表4-4-2 總評提及鼓勵性回饋次數與百分比 58
表4-4-3 各式鼓勵性回饋平均提及次數 58
表4-5-1 眉批提及具體性回饋次數與百分比 59
表4-5-2 總評提及具體性回饋次數與百分比 60
表4-5-3 各式具體性回饋平均提及次數 60
表4-6-1 各項評量標準百分比 61

附圖目次
圖2-3-1 Hayes與Flower(1981)的寫作歷程模式 29
圖2-3-2 Hayes(1996)修正後的新寫作模式 33
圖2-3-3 Hayes(2001)修正後的新寫作語言生產模式 35
圖3-2-1 研究流程圖 38
中文參考文獻

王為國(2006)。質性研究之電腦輔助分析軟體。載於劉世閔(主編)。質性研究
資料分析與文獻格式之運用。台北:心理。
王文科(2008)。教育研究法(12版) 。台北:五南。
仇小屏(2002)。新式作文評改。國文天地,17(10),108-111。
陳英豪、簡楚瑛和王萬清(1988)。同儕互動對國小學生寫作能力之影響研究。
初等教育學報,1 ,143-167。
陳向明(2002)。質的社會科學研究質的社會科學研究 。臺北:五南。
陳滿銘(2007)。批改。載於陳滿銘(主編)。新式寫作教學導論。台北:萬卷樓。
張麗麗(2002)。檔案評量信度與效度的分析-以國小寫作檔案為例。教育與
心理研究,25,1-34。
張新仁(1992)。寫作教學研究 。高雄:復文。
張新仁(2004)。寫作教學研究: 認知心理學取向: 過程導向寫作教學的理論及應
用。高雄:復文。
歐滄和(2002)。教育測驗與評量 。台北:心理。
鄭圓鈴(2007)。王開府、陳麗桂主編。國文作文教學的理論與實務---Bloom2001
年修正版在國中寫作能力評量上的應用。台北:心理。

英文參考文獻

Andrade, H. G. (2000). Using Rubrics To Promote Thinking and Learning. Educational Leadership, 57(5), 13-18.
Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-Referenced Self-Assessment and Self-Efficacy for Writing. Journal of Educational Research, 102(4), 287-302.
Ashwell, T. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? Journal of Second Language Writing, 9(3), 227-257.
Bitchener, J. (2008). The value of written corrective feedback for migrant and international students Language Teaching Research, 12(3), 409-431.
Chandler, J. (2003). The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 Students Writing. Journal of Second Language Writing, 12(3), 267-296.
Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in Writing: Generating Text in L1 and L2. Written Communication, 18(1), 80-98.
Chenoweth, N. A., & Hayes, J. R. (2003). The Inner Voice in Writing. Written Communication, 20(1), 99-118.
Clare, Valdes, & Patthey-Chavez (2000). Learning to Write in Urban Elementary and Middle Schools an Investigation of Teachers' Written Feedback on Student Composition. Los Angeles, CA: The Regents of the University of california.
Cynthia, W. J., & Martha, J. L. (2002). Teaching students to use grading rubrics. Theaching Exceptional Children, 35(1), 40-44.
Dorothy S. Strickland, K. G., Joanne K. Monroe (2001). Supporting struggling readers and writers Portland, ME: Stenhouse.
Duppenthaler, P. (2003). A study of the effect of three different types of feedback on writing: part1- research questions, participants, site, materials, and procedures. Studies and Essays, 38, 1-21.
Ferris, D. (2007). Preparing teachers to respond to student writing Journal of Second Language Writing, 16, 165-193.
Ferris, D., & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does It Need To Be? Journal of Second Language Writing, 10(3), 161-184.
Ferris, D. R. (2004). The ''grammar correction'' debate in L2 writing: Where are we, and where do we go from here? . Journal of Second Language Writing, 13, 49-62.
Ferris, D. R. (2006). Does error feedback help student writers? In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). Cambridge: Cambridge University Press.
Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
Furneaux;, C., Amos Paran, & Fairfax, B. (2007). Teacher Stance as Reflected in Feedback on Student Writing: An Empirical Study of Secondary School Teachers in Five Countries. International Review of Applied Linguistics in Language Teaching (IRAL), 45(1), 69-94.
Giselle, O. M. (2002). Becoming a better teacher :Eight innovations that work. VA: Association for Supervision and Curriculum Development.
Glass, K. (2005). Curriculum Design For Writing Instruction: Creating Standards-based Lesson Plans And Rubrics. Thousand Oaks, CA: Corwin Press.
Goldstein, L. M. (2004). Questions and Answers about Teacher Written Commentary and Student Revision: Teachers and Students Working Together. Journal of Second Language Writing, 13(1), 63-80.
Hayes, J. R., & Flower, L. S. (1986). Writing research and the writer. American Psychologist, 41(10), 1106-1113.
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In R. Indrisano & J. R. Squire (2000, Eds.), Perspectives on writing: Research, theory, and practice (pp. 6-44). Newark, DE: International Reading Association.
Hillocks, G., Jr. (2003). Fighting Back: Assessing the Assessments. English Journal, 92(4), 63-70.
Hyland, F. (2003). Focusing on Form: Student Engagement with Teacher Feedback. System, 31(2), 217-230.
Hyland, F., & Hyland, K. (2001). Sugaring the pill Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185-212.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing.
Language Teaching 39, 83-101.
Kasanga, L. A. (2004). Students response to peer and teacher feedback in a first-year writing course. Journal for Language Teaching, 38(1), 64-99.
Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology Thousand Oaks, Calif: Sage.
Lee, I. (2008). Understanding teachers' written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69-85.
Lee, I. (2009). Ten mismatches between teachers’beliefs and written feedback practice. ELTJournal, 63(1), 13-22.
Li, C. (2006). The impact of teacher involved peer feedback in the ESL writing class. Sino-US English Teaching, 3(5), 28-32.
Montgomery, J. L., & Baker, W. (2007). Teacher-Written Feedback: Student Perceptions, Teacher Self-Assessment, and Actual Teacher Performance. Journal of Second Language Writing, 16(2), 82-99.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Scardamalia, M., & Bereiter, C. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
Stanford, P., & Siders, J. A. (2001). Authentic Assessment for Intervention. Intervention in School and Clinic, 36(3), 163-167.
Strickland, Bodino, Buchan, Jones, Nelson, & Rosen (2001). Teaching writing in a time of reform-. The Elementary School Journal, 101(4), 385-397.
Townsend, J. S., Fu, D., & Lamme, L. L. (1997). Writing Assessment: Multiple perspectives, Multiple Purposes. Preventing School Failure, 41, 71-76.
Truscott, J. (1996). The Case against Grammar Correction in L2 Writing Classes. Language Learning, 46(2), 327-369.
Wilson, M. (2007). Why I Won't Be Using Rubrics to Respond to Students' Writing. English Journal, 96(4), 62-66.
Wolf, S. A., & Davinroy, K. A. H. (1998). "The Clay That Makes the Pot"--The Loss of Language in Writing Assessment. Written Communication, 15(4), 419-464.

網頁參考文獻
國民中學學生基本學力測驗寫作測驗評分規準一覽表。台北市:心理與教育測驗
研究發展中心。2009年1月6日,取自
http://www.bctest.ntnu.edu.tw/writing.htm#a
6+1 Trait® Writing Scoring Guide. Northwest regional educational laboratory (NWREL). Retrieved January 6, 2009, from http://www.thetraits.org/scoring_guides.php
The NAEP Writing Achievement Levels-Grade 8. The National Center for Education Statistics (NCES). Retrieved January 6, 2009, from http://nces.ed.gov/nationsreportcard/writing/achieveall.asp#grade8
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔