Effects of Criterion-Referenced Assessment on Motivation in EFL

标准参考评估对英语学习动机的影响

• 批准号: 15520346
• 负责人: WATANABE Watanabe
• 金额: $ 0.77万
• 依托单位: Akita University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15520346/
• 关键词: criterion-referenced assessment; absolute interpretation of test scores; criteria vs.standards; motivation; educational evaluation; EFL; interviews; classroom observation

The purpose of the present research was to examine whether criterion-referenced assessment (CRA) would help motivate learners learning English as a foreign language (EFTL) at Japanese junior and senior high schools. The CRA system has been implemented since 2002 at junior high schools and 2004 at senior high schools. It is commonsensical to claim that the CRA practice is superior to the NRA (norm-referenced) practice in that the former would help motivate learners, as the former would potentially provide students with a specific set of goals at each stage of learning, whereas the latter, in the absence of such goals, would help learners selfevaluate their own levels of achievement only by referring to the achievement of other learners.The present research investigated the issue by conducting interviews, questionnaires, and classroom observations. The interviews and questionnaires that were administered to teachers indicated that teachers did understand and expect that the CRA system would motivate learners. Contrary to this expectation, however, teachers were busy establishing criteria for their own schools, which lead to failure to capitalize on the `motivating factor inherent' in the CRA system. The interviews with students also indicated that they expected the CRA system would be more motivating than the NRA in that the former would give them a greater chance to receive a grade that they would deserve according to their degree of effort. However, there was very little evidence that indicated that they were really motivated.The present research concluded that in order to use the CRA system to motivate learners, a greater level of understanding of the system should be gained on the part of teachers and learners. It was also suggested that a certain degree of comparison among students should not be neglected even in the CRA system, if assessment is employed to motivate learners at all.

本研究的目的是探讨标准参照评价（CRA）是否有助于激励日本初中和高中学生学习英语作为外语（EFTL）。CRA制度自2002年起在初中和2004年起在高中实施。声称CRA的做法上级NRA是常识（规范参照）的做法，因为前者将有助于激励学习者，因为前者可能会为学生提供一套具体的目标，在每个阶段的学习，而后者，在没有这样的目标，只有通过参考其他学习者的成绩，才能帮助学习者自我评估自己的成绩水平。访谈、问卷调查和课堂观察。对教师的访谈和问卷调查表明，教师确实理解并期望CRA系统能激励学习者。然而，与这一期望相反，教师们忙碌为自己的学校制定标准，这导致未能利用CRA系统中的“内在激励因素”。对学生的采访还表明，他们预计CRA系统将比NRA更有激励作用，因为前者将使他们有更大的机会获得根据他们的努力程度应得的分数。然而，很少有证据表明，他们是真正的动机。本研究的结论是，为了使用CRA系统，以激励学习者，一个更高的水平的理解系统应该获得的一部分，教师和学习者。有人还建议，即使在CRA系统中，如果使用评估来激励学习者，也不应忽视学生之间一定程度的比较。

项目成果

Evaluating a New Course in English for Academic Purposes

出于学术目的评估新英语课程

• 发表时间: 2005
• 期刊: 秋田大学教養基礎教育研究年報 6(未定)
• 作者: SAKUMA;Yasuyuki;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe

Exploring Test-Wiseness of Japanese Senior High School Students

探索日本高中生的应试智慧

• 发表时间: 2004
• 期刊: 教育文化学部紀要 No.59
• 作者: (4)Shirahata;T;松浦 千佳子;鈴木小織;Yoshinori Watanabe;白畑知彦;鈴木小織;Yoshinori Watanabe;Chikako MATSUURA;白畑知彦;Yoshinori Watanabe;淺間正通;白畑知彦;Chikako MATSUURA;桐山伸也;白畑知彦(分担);松浦 千佳子;Yoshinori Watanabe;白畑知彦編著;Suzuki Saori;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe

Building a Tower of Babel

建造巴别塔

• 发表时间: 2005
• 期刊: Language Assessment Quarterly 2/1
• 作者: Otake Kota;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe

Yoshinori Watanabe: "Exploring Test-Wiseness of Japanese Senior High School Students"教育文化学部紀要. No.59. 29-39 (2004)

渡边义德：“探索日本高中生的考试智慧”教育文化学部通报第59-39号（2004年）。

Building a Tower of Babel.

建造巴别塔。

• 发表时间: 2005
• 期刊: Language Assessment Quarterly 2/1
• 作者: (4)Shirahata;T;松浦 千佳子;鈴木小織;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe