Assessment and Academic Writing : A Look at the Use of Rubrics in the Second Language Writing Classroom
Assessment and Academic Writing : A Look at the Use of Rubrics in the Second Language Writing Classroom
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评估和学术写作：第二语言写作课堂中评分标准的使用
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发表时间：
2013
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通讯作者：
G. Brooks
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作者：
G. Brooks
英语教师工作最重要的方面之一是为学生提供作为第二语言学习者提高所需的反馈和纠正。对于书面英语尤其如此。在写作课上，向学生提供写作反馈的过程需要在课堂内外花费大量的时间和精力。为了简化反馈过程，教师经常使用量规等工具来帮助他们向学生提供反馈。传统上，评分标准被视为具有“提高评分一致性、促进对复杂能力进行有效判断以及促进学习”潜力的工具。 (Jonsson & Svingby, 2007, p.130) 然而，最近在 L1 写作课堂上的研究表明，最后一项使用评分标准作为促进学习的手段存在一些重大问题。本文着眼于当前在课堂上使用量规的一些研究，并试图更清楚地了解使用量规进行评分以及作为二语写作课堂教学工具的优点和缺点。希望通过这样做，这项研究能够深入了解日本教师用来回应学生书面作业的工具，并作为进一步研究如何改进这些工具的起点。 ────────────────────────────────────────── * 关西学院大学政策学院英语系副讲师 关西学院大学人文评论卷． 2012 年 17 月 日本西宫市 227
One of the most important aspects of the job of an English teacher is giving students the feedback and corrections they need to improve as second language learners. This is especially true for written English. In writing classes the process of providing feedback to students on their writing takes-up significant amounts of time and effort both inside and outside of the classroom. In order to streamline the feedback process teachers often make use of tools, such as rubrics, to help them provide their students with feedback. Traditionally rubrics have been seen as tools that have the potential of “increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning.” (Jonsson & Svingby, 2007, p.130) However, recent studies in the L1 writing classroom have shown that there are some significant problems with the last of these items, using rubrics as a means of promoting learning. This paper looks at some of the current research on the use of rubrics in the classroom and attempts to construct a clearer picture of both the benefits and drawbacks of the use of rubrics for both grading and as a teaching tool in the L2 writing classroom. It is hoped that in doing so this research will provide insight into the tools teachers in Japan are using to respond to their students’ written work and act as a starting point for further research into how to improve these tools. ────────────────────────────────────────── * Associate Lecture of English, School of Policy Studies, Kwansei Gakuin University Kwansei Gakuin University Humanities Review Vol. 17, 2012 Nishinomiya, Japan 227