总评法与分项法的测试交互性 大学英语课堂写作测试研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

总评法与分项法的测试交互性 大学英语课堂写作测试研究PDF格式电子书版下载

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CHAPTER ONE INTRODUCTION1

1.1 Context of the Problem1

1.2 Purpose of the Study6

1.3 Research Questions7

1.4 Significance and Rationale of the Study8

1.5 Organization of the Writing9

1.6 Definitions of Selected Terms10

CHAPTER TWO REVIEW OF RELATED LITERATURE11

2.1 Direct Writing Assessment and Issues of Grading11

2.1.1 Historical View11

2.1.2 Contrastive Views16

2.1.3 Nature of Direct Writing Assessment17

2.1.4 Classroom Assessment:Concerns and Issues20

2.1.5 Common Methods of Direct Writing Assessment25

2.2 Test Quality Control27

2.2.1 Test Quality：Perspectives27

2.2.2 Test Usefulness and Test Interactiveness30

2.2.3 Writing Research Literature33

2.2.4 Revisiting Holistic and Analytic Scoring36

CHAPTER THREE METHODOLOGY43

3.1 Ethical Considerations43

3.2 Research Design:An Overview43

3.3 Variables46

3.4 Subject Groups47

3.4.1 Sampling47

3.4.2 Power Analysis（priori）48

3.5 Experienced Teachers'Judgment and Students'Self-assessments50

3.6 Test Development and Instructional Design51

3.6.1 Educational Context:College English Instruction and Assessment52

3.6.2 Defining the Construct53

3.7 Instruments70

3.7.1 Grading Scales70

3.7.2 Task Development and Prompt Selection85

3.7.3 Affective Involvement88

3.7.4 Strategic Competence in the Revision Process96

3.8 Data Collection Procedures102

3.8.1 Writing Performance102

3.8.2 Scoring Writing103

3.8.3 Responses to the Questionnaires104

3.9 Data Analyses106

CHAPTER FOUR RESULTS107

4.1 Findings107

4.1.1 Results for Secondary Research Question 1:Language Knowledge107

4.1.2 Results for Secondary Research Question 2:Topical Knowledge117

4.1.3 Results for Secondary Research Question 3:Affective Involvement121

4.1.4 Results for Secondary Research Question 4:Strategic Competence125

4.2 Validation of Instruments129

4.2.1 Writing Assessments:Tasks and Scores129

4.2.2 Questionnaires139

CHAPTER FIVE DISCUSSION AND CONCLUSION146

5.1 Summary and Discussions146

5.1.1 Learning Gains in Products and Processes146

5.1.2 Test Interactiveness of Holistic Scoring and Analytic Scoring151

5.2 Implications153

5.2.1 Implications for Assessment154

5.2.2 Implications for Instruction:Strategy Instruction159

5.3 Revisiting Assessment Criteria:Basic Functions160

5.4 Limitations163

5.5 Future Research165

5.6 Concluding Remarks166

APPENDICES168

Appendix A Holistic rubric168

Appendix B Analytic rubrics171

Appendix C The Affective Involvement Questionnaire172

Appendix D The Revision Questionnaire174

Appendix E Writing performance record sheet176

Appendix F Writing prompts177

Appendix G The Writing Attitude Questionnaire:the Attitude scale177

Appendix H The Writing Apprehension Test177

Appendix I The Foreign Language Classroom Anxiety Scale178

Appendix J The Haifa Questionnaire179

Appendix K Summary statistics for rating results180

REFERENCES182