Anonymous asked in 社會與文化語言 · 10 years ago

英文無法掌握全意 請高手幫忙一下翻譯

1. Have you decided on a scoring type (holistic or analytic)?

As with the task items in the productive response section, when using self- and peer-assessments, you will need to consider whether you want to use holistic or analytic scoring, in other words, do you want the students to make their judgments holistically (i.e., making a single "gut reaction" judgment on say a scale of one to ten about the students' language performance) or analytically (i.e., making several more- detailed judgments each on its own scale of say one to five about the students¡¦ language performance). (For more on this distinction, see Number 3 in the Task section of Table 3.3, p. 51).

2. Have you decided in advance what aspect of the students' language performance they will be assessing?

If an analytic approach is to be used, you should next decide what aspects of their language performance the students will be assessing. Since this is an opportunity for the teacher to focus students¡¦ attention on particular aspects of the language, these aspects of the language performance should be selected and defined with some care. For example, when developing a self-assessment instrument for students to rate their own video-taped role plays, you could have them rate their fluency, grammar, pronunciation, vocabulary usage, pragmatics, cohesion, repair strategies. turn-taking strategies, error self-correction, body language, facial expressions, hands, etc. There are many possible categories, so the key would seem to be to select those that the teacher thinks are most germane to what and how the students are learning in that particular course. One way to do this would be to discuss the possibilities with the students and decide together (perhaps with considerable guidance from the teacher) which categories should be used and how they should be defined.


請別使用機器翻譯 -_- 這樣更看不懂....

2 Answers

  • 10 years ago
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    。你決定了進球的類型(整體或分析)?正如該項目在生產任務響應部分,當使用自評和同儕評估,你需要考慮是否要使用或分析綜合得分,換句話說,你希望自己的判斷,使學生從整體(即,使一個單一的“直覺反應“的判決說規模9時 59分對學生的語言表現) 或解析(即,使一些更詳盡的判斷各就其自身的規模,譬如是一至五年左右的學生¡ |語言成績)。 (關於這一區分,見數3的任務表3.3節,第51頁) 。

    2。你決定提前哪方面對學生的語言表現他們將評估?如果分析的方法是使用,你應該下一個決定哪些方面表現自己的語言的學生將被評估。由於這是一個機會,讓教師把重點放在學生¡ |注意在特定方面的語言,這些方面的語言表現,應選擇和確定一些照顧。例如,當開發一個自我評估工具為學生評論自己的錄影角色扮演,你可以有他們自己的速度流暢,語法,發音,詞彙用法,語用學,凝聚力,維修策略。投票採取的戰略,誤差自校正,肢體語言,面部表情,手,等有很多可能的類別,因此關鍵似乎是選擇那些,老師認為是最密切的是什麼以及如何學生在這特別的學習課程。這樣做的方法之一將是討論的可能性,與學生和共同決定(或許有相當的指導教師)應使用哪些類別,以及應如何加以界定。

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  • 10 years ago


    由於任務與項目反應科在生產,使用自我和同行的評估,你需要考慮是否要使用整體或分析評分,換句話說,你要學生作出判斷整體上(也就是說,使一個單一的“直覺反應”的判決說,規模的9點 59分對學生的語言表現),或解析(即,使幾個,每個細節判斷其自身的規模,譬如是一至五年左右的學生 ¡ |語言成績)。 (關於這一區分,見數 3的任務表3.3節,第51頁)。


    如果分析的方法是使用,你應該下一個決定哪些方面表現自己的語言的學生將被評估。由於這是一個機會,讓教師把重點放在學生 ¡ |注意在特定方面的語言,這些方面的語言表現,應選擇和確定一些照顧。例如,當開發一個自我評估工具為學生評論自己的錄影角色扮演,你可以有他們自己的速度流暢,語法,發音,詞彙用法,語用學,凝聚力,維修策略。投票採取的戰略,誤差自校正,肢體語言,面部表情,手,等有很多可能的類別,因此關鍵似乎是選擇那些,老師認為是最密切的是什麼以及如何學生在這特別的學習課程。這樣做的方法之一將是討論的可能性,與學生和共同決定(或許有相當的指導教師)應使用哪些類別,以及應如何加以界定。

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