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來源資料
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題 名 | The Feasibility of Using Holistic Rating in EFL Oral Tests=英語口試採用整體評分法之可行性 |
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作 者 | 朱秀瑜; | 書刊名 | 明志學報 |
卷 期 | 34:1 2002.06[民91.06] |
頁 次 | 頁137-147 |
分類號 | 805.1 |
關鍵詞 | 整體評分法; 分析評分法; 配對評分法; Holistic rating; Analytic rating; The method of paried comparisons; |
語 文 | 英文(English) |
中文摘要 | 本文的目的在於探討英語口試採用整體評分法之可行性。受試者為五名明志技術學院二技部選修「應用英文」的學生。五名受試者與其他所有學生在期中、期末考時接受兩種口試方式--「句子覆述」及「看圖說故事」的測試。教師當場用「整體評分法」給予分數,並將受試學生的測試結果錄音下來,再以另兩種較精確的評分法--「分析評分法」及「配對評分法」進行評比。三種評分法的結果互作比較後,作者認為教師採用「整體評分法」時,至少有三點必須注意:(一)如何適當的區分中等程度的學生;(二)如何將各等級字母成績合理轉換成數字成績;(三)如何在評量過程中將教師的主觀偏見降至最低。 |
英文摘要 | The purpose of this paper is to investigate the feasibility of using holistic rating in oral tests. A total of five subjects were chosen from four "Practical English" classes in the two-year completion program at Ming-chi Institute of Technology. Two oral tests -- "Sentence Repetition" and "Telling a Picture Story" -- were conducted as part of the students' mid-term and final exam respectively. In either test, the results of the holistic rating were compared with those of the other two more reliable rating methods: analytic rating and the method of paired comparisons. The relationships among the results of the three rating methods show that there are at least three problems which need to be taken into consideration if the teacher is trying to use the more convenient but less reliable holistic rating in oral tests: (1) how to divide the middle range of students properly; (2) how to convert letter marks into numerical grades reasonably; (3) how to reduce the teacher's bias to the least in the process of assessment. |
本系統中英文摘要資訊取自各篇刊載內容。