東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Constructing and Applying Rubrics in...

Li, Chunhui.

FindBook

Google Book

Amazon

博客來

Constructing and Applying Rubrics in College-Level EFL Writing Assessment in China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Constructing and Applying Rubrics in College-Level EFL Writing Assessment in China./
作者:	Li, Chunhui.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	110 p.
附註:	Source: Masters Abstracts International, Volume: 80-02.
Contained By:	Masters Abstracts International80-02.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10827439
ISBN:	9780438210486

Constructing and Applying Rubrics in College-Level EFL Writing Assessment in China.
Li, Chunhui.

Constructing and Applying Rubrics in College-Level EFL Writing Assessment in China. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 110 p.

Source: Masters Abstracts International, Volume: 80-02.

Thesis (M.A.)--Syracuse University, 2018.

This item must not be sold to any third party vendors.

Assessment is a critical component in the teaching of writing and plays an important role in discovering and helping to address students' writing difficulties. Therefore, it is essential for teachers to approach writing assessment in a reliable and valid way. Previous studies showed that assessment rubrics, used as a standard to describe performance evaluation, can help teachers effectively assess student writing. The reliability and validity of the use of rubrics for helping teachers in assessing writing fairly and improving students' writing ability has received much research attention; however, less attention has been paid to teacher training in the area of rubric construction and use. This study examined the use of and attitudes towards rubrics in college level EFL writing classes in China and the effects of teacher training in the design and application of rubrics. The data for this study were drawn from Chinese college-level English teachers as well as first- and second-year undergraduate students from a medium-sized university in China, targeting the following: (1) investigating the current writing assessment method adopted in college EFL classes in a university in China and the current situation of teacher training, examined through pre-study questionnaires, (2) conducting teacher training on rubric construction and development and examining the implementation of training through two student writing assignments, (3) examining the students' and teachers' attitudes towards rubric use and teachers' attitudes towards training through post-study questionnaires. Analysis of the pre-study questionnaires indicated that, in at least the target Chinese institution, rubrics were not widely used by the college-level English teachers, and their primary focus in writing assessment was on grammatical and vocabulary errors. In addition, it appeared that in this context, the English teachers did not receive adequate training concerning the use of rubrics for writing assessment. Data collected during teacher training and application showed that after the implementation of teacher-designed rubrics as assessment tools, students' overall and subentry writing scoring improved, though no causal relationships can be claimed. Analysis of the post-study questionnaires indicated that both students and teachers held positive attitudes towards rubrics, which they perceived as being helpful in improving writing proficiency and gaining confidence in writing. In addition, teachers also had a positive attitude towards the training. This thesis differs from previous research by combining teacher training and rubric implementation, with the focus both on teachers and students rather than only on one side. Results support the effectiveness of both rubrics in assessment and teacher training in rubric construction and use.

ISBN: 9780438210486Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

China

Constructing and Applying Rubrics in College-Level EFL Writing Assessment in China.
LDR:04179nmm a2200457 4500 001 2266381
005 20200612094434.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438210486
035 $a (MiAaPQ)AAI10827439
035 $a (MiAaPQ)syr:11909
035 $a AAI10827439
040 $a MiAaPQ $c MiAaPQ
100 1 $a Li, Chunhui. $3 3445142
245 1 0 $a Constructing and Applying Rubrics in College-Level EFL Writing Assessment in China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 110 p.
500 $a Source: Masters Abstracts International, Volume: 80-02.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Brown, Amanda.
502 $a Thesis (M.A.)--Syracuse University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Assessment is a critical component in the teaching of writing and plays an important role in discovering and helping to address students' writing difficulties. Therefore, it is essential for teachers to approach writing assessment in a reliable and valid way. Previous studies showed that assessment rubrics, used as a standard to describe performance evaluation, can help teachers effectively assess student writing. The reliability and validity of the use of rubrics for helping teachers in assessing writing fairly and improving students' writing ability has received much research attention; however, less attention has been paid to teacher training in the area of rubric construction and use. This study examined the use of and attitudes towards rubrics in college level EFL writing classes in China and the effects of teacher training in the design and application of rubrics. The data for this study were drawn from Chinese college-level English teachers as well as first- and second-year undergraduate students from a medium-sized university in China, targeting the following: (1) investigating the current writing assessment method adopted in college EFL classes in a university in China and the current situation of teacher training, examined through pre-study questionnaires, (2) conducting teacher training on rubric construction and development and examining the implementation of training through two student writing assignments, (3) examining the students' and teachers' attitudes towards rubric use and teachers' attitudes towards training through post-study questionnaires. Analysis of the pre-study questionnaires indicated that, in at least the target Chinese institution, rubrics were not widely used by the college-level English teachers, and their primary focus in writing assessment was on grammatical and vocabulary errors. In addition, it appeared that in this context, the English teachers did not receive adequate training concerning the use of rubrics for writing assessment. Data collected during teacher training and application showed that after the implementation of teacher-designed rubrics as assessment tools, students' overall and subentry writing scoring improved, though no causal relationships can be claimed. Analysis of the post-study questionnaires indicated that both students and teachers held positive attitudes towards rubrics, which they perceived as being helpful in improving writing proficiency and gaining confidence in writing. In addition, teachers also had a positive attitude towards the training. This thesis differs from previous research by combining teacher training and rubric implementation, with the focus both on teachers and students rather than only on one side. Results support the effectiveness of both rubrics in assessment and teacher training in rubric construction and use.
590 $a School code: 0659.
650 4 $a Language arts. $3 532624
650 4 $a Linguistics. $3 524476
650 4 $a Asian Studies. $3 1669375
650 4 $a English as a Second Language. $3 3423938
650 4 $a Foreign language education. $3 3172512
650 4 $a Teacher education. $3 3172312
650 4 $a Higher education. $3 641065
653 $a China
653 $a College-level EFL
653 $a Rubrics
653 $a Teacher training
653 $a Writing assessment
653 $a Writing teaching
690 $a 0279
690 $a 0290
690 $a 0342
690 $a 0441
690 $a 0444
690 $a 0530
690 $a 0745
710 2 $a Syracuse University. $b Languages, Literature, and Linguistics. $3 2100797
773 0 $t Masters Abstracts International $g 80-02.
790 $a 0659
791 $a M.A.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10827439