蒋 莉1，2 陈娟娟1
（1.浙江大学 教育学院，浙江 杭州 310058；2.四川省兴文中学校，四川 宜宾 644400）
【摘 要】对于学生英语写作的评价，目前主要以教师评价为主，同时也会融入同伴评价。随着智能技术的发展，借助技术工具已实现对写作的智能评价，但其评价效果存在争议。本研究将智能评价和同伴评价结合起来，与教师评价和智能评价分别对比，期望达到更好的评价效果，为学生提供高效的个性化指导。研究采用准实验的方法，将三个高中三年级班级随机分为三组：智能评价-同伴评价组、智能评价组、教师评价组。收集学生的前后测写作成绩、写作动机前后测问卷、智能评价和同伴评价体验问卷及访谈的数据。写作成绩后测协方差分析结果显示，智能评价—同伴评价可以提升学生的写作水平（包括写作成绩），其提升效果与教师评价的提升效果相似。写作动机问卷后测协方差分析显示，相比于教师评价，智能评价—同伴评价显著提升了学生的写作动机。学生对智能评价—同伴评价的认可度较高，但认为其在反馈的具体性和可信度上还有待提高。通过探究智能评价—同伴评价在高中英语写作教学中的应用，可助推高中英语写作评价方式的变革，对高中英语写作教学的改革具有借鉴意义。
【关键词】智能评价；同伴评价；教师评价；写作动机；写作教学
The Effects of Automated Writing Evaluation with Peer Feedback on High School Students’English Writing
JIANG Li1, 2 and CHEN Juanjuan1
（1. College of Education, Zhejiang University, Hangzhou 310058, China; 2. Xingwen High School of Sichuan Province, Yibin 644400, China）
Abstract: The evaluation of students’English writing currently relies mainly on teacher assessment, with some integration of peer assessment. With the advancement of intelligent technology, automated writing evaluation (AWE) using technological tools has become possible, yet its evaluation effectiveness remains unsatisfactory. This study combines automated writing evaluation with peer assessment and compares it with teacher assessment automated writing evaluation separately, aiming to achieve better evaluation outcomes and provide personalized guidance for students. Employing a quasi-experimental method, three classes of senior high school students (Grade 12) were randomly divided into three groups: an automated writing evaluation integrated with peer assessment group, an automated writing evaluation group, and a teacher assessment group. Data were collected from students’pre and post-test writing scores, a pre- and posttest questionnaire on writing motivation, experience questionnaires, and interviews regarding automated writing evaluation and peer assessment. Analysis of covariance (ANCOVA) results for post-test writing scores indicate that automated writing evaluation integrated with peer assessment can enhance students’ writing proficiency (including writing scores), with an improvement effect similar to that of teacher assessment. ANCOVA results of the post-test questionnaire show that, compared to teacher assessment, automated writing evaluation integrated with peer assessment significantly enhances writing motivation. Students’acceptance of automated writing evaluation integrated with peer assessment is relatively high, but its specificity and credibility in feedback still need improvement. By exploring the application of automated writing evaluation integrated with peer assessment in senior high school English writing instruction, this study aims to promote the transformation of English writing evaluation methods in senior high schools and offers insights for reforming English writing teaching.
Keywords: automated evaluation; peer assessment; teacher assessment; writing motivation; writing instruction
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智能评价融合同伴评价对高中生英语写作的影响研究.pdf
