The relationship between assessment types and text revision
The relationship between assessment types and text revision
复制标题
评估类型与文本修订之间的关系
DOI：
10.1093/elt/cct034
复制
发表时间：
2013
期刊：
影响因子：
2.5
通讯作者：
Ricky Lam
中科院分区：
文献类型：
--
作者：
Ricky Lam
虽然对自我评估的好处进行了广泛的母语研究，但对英语写作组合中自我、同伴和导师评估与文本修改之间关系的研究仍然很少。本研究采用访谈、刺激回忆和对修订草案的分析，调查了自我评估、同伴评估和导师评估在多大程度上促进或抑制了文本修改，并检验了学生对自我评估和文本修改之间关系的看法。研究结果表明，自我评估可能不能保证文本修改；然而，如果集中导师的反馈与自我评估一起使用，就更有可能改进最终稿。讨论了如何利用自我评估促进修订以提高文本质量的教学意义。
While there has been extensive L1 research into the benefits of self-assessment, studies of the relationship between self-, peer, and tutor assessment and text revision in EFL writing portfolio contexts remain scarce. Using interviews, stimulated recall, and the analysis of draft revisions, this study investigates the extent to which self-, peer, and tutor assessment facilitate or inhibit text revision, and examines student perceptions of the relationship between the role of self-assessment and text revision. Findings indicate that self-assessment might not guarantee text revision; however, if focused tutor feedback is used with self-assessment, there is a stronger likelihood of improving final drafts. Pedagogical implications focusing on how to use self-assessment in promoting revision that enhances the quality of the text are discussed.