20100717 曹荣平Peer evaluation in China’s tertiary EFL writing class a workshop

PeerevaluationinChina stertiaryEFLwritingclass aworkshop 北京林业大学外语学院曹荣平2010 7外研社大兴基地 北京 Contents Somewarm uppractice basedonpreviouslyassignedessay writingwork Findingthegap thegeneralpracticeandtheoreticalexpectationsPeerevaluation ThepracticalconcernsonwhatandhowConsolidation Morehands onpractice Somewarm uppractice ShareyourownwritingworkandpeerreviewwithyourseatmatesPairdiscussion featuresandusefulnessofpeerreviewAlternative Hands onTask1Doyoufeelthe peerevaluationdilemma Paranoia Anxiety Timewasteful Findingthegap thegeneralpracticeandtheoreticalexpectations ThegeneralpracticeProblemsinthepracticeTheconsequencesSomepioneersinpracticeTheoreticalexpectationsWhatislearning Whatisassessment Thegeneralpractice ProblemsinthepracticeCulturallymiss matchingTeachers doubtabouttheefficiencyTimepressure students cognitiveandlanguageskillsStudents reluctanceindoingpeerevaluationTimeconsuming painstaking notfruitfulPossibleconsequences MostteacherschoosenotdoingitManydoingwithlittleenthusiasmorloosemanagement notachievingthedesiredresultsE g FeiHong2006TeachingEnglishinChina CELEAJournal Culturallymiss matching SomeculturalpatternsidentifiedinAsianstudents learning Leki1990 Mangelsdorf1992 Nelson Murphy1993 Carson Nelson1996 SelfdefenseCollectivismFeelingsofvulnerabilityReluctancetoshowdisagreementCooperativespiritConfidenceTraditionalattitudesaboutauthority solidarity collectivism Somepracticalproblems TeacherTeachinglargestudentbody largeclassesLongworkinghoursTestpressurePeerpressureStudentevaluationpressureLanguagecapacity Non nativesenseofEnglishLanguageStudentsLanguageproficiencyLackofcriticalthinking skillsforevaluatingNegativemother tonguetransfer thinkingmodenotflexiblePoorlearninghabit rotelearning teacher dependent lackofincentiveforcreativity notenthusiasticinteamwork FeiHong2006surveyresults Helpfulnessofpeerresponseveryhelpful0 0helpful0 0Somewhathelpful8 36 5 notveryhelpful4 18 nothelpfulatall10 45 5 Whywestillneedit ApracticalneedIalsousepeerevaluationandeditingwhenIteachwriting Ireallyhadnochoiceaboutit becausemyundergraduatewritingclassesgrewfrom16studentseachto30studentseachandIwasteachingtwoclassesasemester Thereisnowaytogivegoodfeedbackonsixtyessaysweekafterweek Ihadtoteachthestudentshowtohelpeachotherwiththeirwriting LinellDavis July7 1999http teflchina org teach write index htm Beyondthispracticalneed Isthisaworthlesscomplaint afruitlesseffort orapotentialwin winstrategyforbothteacherandstudents Peerevaluationpractice somepioneersinChina Reviewarticles 周雪2003甘肃教育学院学报赵霞2005宁波大学学报覃成强2007广西民族大学学报魏巍2008科技信息陈爱梅2009辽宁师范大学学报 社会科学版 张慧军2009教育与职业EducationandVocation郭映红方红梅罗佳妮2009基础英语教育Appliedstudies 曹荣平张文霞周燕2004形成性评估在中国大学非英语专业英语写作教学中的运用 外语教学张洁2004 互读互评 对学习者的影响 来自大学英语教学的实验报告 MAthesis杨苗 2006 国内英语写作课教师反馈和同侪反馈对比研究 现代外语王娜杨永林2006三级评议模式在创新写作教学中的应用 外语教学ZHENGChun xian2007AStudyofPeerErrorFeedback US ChinaForeignLanguage USA何家驹 2008 同学反馈在外语写作中的实际作用探析 广东外语外贸大学学报 杨柳群方程2009高等教育研究学报王小慧 2010 同级反馈和教师反馈在大学英语写作教学中作用的对比研究 天水师范学院学报 曹荣平2008形成性评估的概念重构 控制论视角PhDthesis ZHENGChun xian2007researchresults Statisticsoferrorsandeachgroup serrorcorrectionCategories TotalCorrectionPoints Group1 Group2 Group3 Group4 Group5disagreement221819211515wrongstructuresorexpressions1834746wordchoice use1422246misuseofpartsofspeech967879misuseofadjective866867misspelling766656misuseofverbs522335wrongcollocation422113pt orpp formofverbs423143misuseofsingularorpluralnouns322223 Findingthegap thegeneralpracticeandtheoreticalexpectations What sthetheoreticalpotentialofpeerevaluation RationalebehindthepracticeWhatislearning assessment AfLvs AoL Rationalebehindthepractice Higher levelconcernsTheteachingofwritingWhatislearning TheuseofassessmentWhatisthepurposeofassessment Higher levelconcerns Whatistraditionallearning Whattolearnfromteachingofwriting Input writinggrammarFromwordchoicetosentencepatterntoparagraphunitytoessayorganizationmodelcompositionssampleanalysisstudents samplesvs modelpiecesoutputTeacher text bookedcentered product based criteria driven accuracyoriented Higher levelconcerns Whatistheuseofassessment Traditionalfeedbackonstudents writingMoreemphasisonlanguageform organization variety coherence accuracy etc Model sampleanalysisErrorcorrectionTeststrategiesWritingtopasstests WriteaccordingtocriteriasetfortestsSource teacherassessment mainly test raters Higher levelconcerns Whatiswrongwiththetraditionalphilosophyoflearningandassessment Theproductisexcellent but Willitcomeouteasilyofthetraditionalwritingclass TraditionalteacherbeliefBehavioristphilosophy stimulus responseTeacherrole impartingknowledge judgingsuccessoflearning Weaknessesofthetraditionallearningandassessment WritingisnotauthenticTask Purpose Reader AssessmentnotconstructiveenoughHigh stake over generalizedscoring impersonal notinformativeenough test orientedlanguageWriting phobia fearoffailure teachersatisfaction peerpressure alowmark fearoflanguageerrorsAfeelofhavinglittletosay Atrendforchanges Learningthroughdoing moreactivestudents roleStudentsasassessors Groupconferencing self evaluation peerevaluationTheuseofassessmentPeerevaluationisbasicallyformativeassessment assessmentforlearningAlsoawayoflearningtoreadandthinkcritically tocommunicateideaslogically tointeractwithpeerswithagoodreasonAfLorAoLHargreaves E 2005 Harlen W 2005 2006Teacher srole fromjudgetofacilitator managerMoreemphasisonfluency expressivenessFromlanguageaccuracytobuildingupideas writetoexpressE gWritinglonger 王初明 Fromfeartolove Isthisafantasy Writingtolearn Writetoexpress tocommunicate toargue etc Readingmakesafullman conferenceareadyman andwritinganexactman 读书使人充实 讨论使人机敏 而写作使人严谨F BaconPeerevaluationpracticesallthreelearningstrategies Inadditiontothesidebenefittopeersfortheirrevising3peerreviews 1teacherreview Rf Thepracticalconcernsonwhatandhow Whatdoexperiencedpractitionerssay Peerevaluationinmyteaching Peerevaluation terms PeerexchangePeerreviewPeerrevisionPeerresponsePeerconferencingPeereditingPeerfeedback evaluation assessmentpeereditors assessors evaluatorsPairwork groupwork supportgroup competinggroup Peerevaluation whatandhow Peerassessmentisaneducationalarrangementwherestudentsjudgeapeer sperformancequantitativelyand orqualitativelyandwhichstimulatesstudentstoreflect discussandcollaborate Jan Willem Dominique2010Learning Instruction20 4 pp 265 269 Peerevaluation whatandhow Aworkingdefinitionforformativeassessmentas encompassingallthoseactivitiesundertakenbyteachers and orbytheirstudents whichprovideinformationtobeusedasfeedbacktomodifytheteachingandlearningactivitiesinwhichtheyareengaged Black Wiliam1998AssessmentinEducation pp 7 8 Peerevaluation whatandhowBeaven1977inCooper Odell p 149 Peerevaluation whatandhowLinellDavis 1999 Whenstudentsfinishreadingtheirclassmates essays theywriteanotetotheauthorusingthePraise Question Polishformat 1 Praisewhatyouappreciateabouttheessay Itcouldbetopic language humor introductionoranythingelseyouthinkispraiseworthy 2 Question Asktheauthorquestionstohelphim herthinkabouttheessayagain Forinstance howdoyouknow isaquestionthatwillencouragetheauthortogiveevidenceforaclaim Whodoyouwanttoreadthis willencouragetheauthortothinkaboutaudience 3 Polish Makesuggestionsforimprovingtheessay Peerevaluation whatandhowLinellDavis 1999 Alternatives ifpeereditorsgettingtiredoftheroutinePeerediting theeditorsexchangetheirviewswithauthorsorallyOnceImadeupnamesfor3magazinesandtoldthestudentstosubmittheiressaystooneofthem Thenstudentsformededitorialcommitteestochooseafewoftheessaystobepublishedineachmagazine Aftertheychosetheessaystheytoldtheclasswhytheyhadchosenthoseparticularessays Thatis theyhadtosaywhatwasgoodaboutthem Peerevaluation whatandhowLinellDavis 1999 AnothertimeIhadanessayclinic Studentssubmittedtheiressaystooneoftheclinicsaccordingtowhat illness theythoughttheiressaymighthave Thedesignclinicwasforessayswithweaktopics purpose uncertainaudience etc Thenwehadastructureclinic developmentclinic andlanguageclinic Thedoctorsineachclinicwrote prescriptions fortheessaystheyreadandreferredthemtootherclinicsasneeded Peerevaluation whatandhowLinellDavis 1999 TheeffectsofpeereditingonthewriterandpeereditorLookingatanotherperson swritinganalyticallyhelpsstudentslookattheirownwritinganalytically Itiseasiertobeobjectiveaboutsomeoneelse swritingthanaboutyourown Thestudentsalsolearnthatwritingisapublicact Someoneotherthantheteacherwillreadwhattheywrite Thishelpsthemtopayattentiontotheissueofaudienceandtoanticipatereaders responseswhentheywrite Theyworkharderbecausetheydonotwanttobeembarrassedinfrontoftheirpeers Peerevaluation whatandhowLinellDavis 1999 TheeffectsofpeereditingontheteacherReadingtherevisionsismuchlesstimeconsumingthanreadingthefirstdrafts Afterpeereditingthestudentshandintheiressays Imakeadditionalcomments butsometimesIonlyneedtosay followtheadviceofyourpeereditor ThenIhandbacktheessaysandthestudentsrevisethem Ijusthavetoseeifthestudentsuccessfullysolvedtheproblemsinthefirstdraft AfterpeereditingsessionssomestudentswillaskiftheycanrevisebeforeIreadtheirdrafts Ialwaysgivethempermission Afteralltheobjectiveisgetthemtotakemoreresponsibilityfortheirwritingandaskingforachancetoreviseisasignthattheyaredoingthat AroleofpeerevaluationinBJFUclasses partofmyFEproject WritingclassesBJFUCaseA non Englishmajors selectivecourseof200students 2002 2003BJFUCaseB Japanesemajors acompulsorycourseof24students 2005BJFUCaseC Englishmajors 2classesof25 2007 2008Portfoliobuilding amonitoringprocessAnextendedview PeerevaluationacrosscurriculumtolearnbetterOralinterpreting listening intensivereading extensivereading grammar pronunciation PeerEvaluationChecklist 1 Identifythebestsectionofyourpartner sworkanddescribewhatmakesiteffective 2 Identifyasentence agroupofsentences oraparagraphthatneedsrevision andreviseit 3 Identifyone ortwo thingsthewritercandotoimprovehisorhernextpieceofwork PeerEvaluationChecklist Writesomecommentsonyourpartner swork Notshorterthan30wordsWithsuggestionsandevaluationBetter somecomparisonbetweenyourpartner sworkandthatofyourownSignyournameanddateonit Identifypurposeforwriting Writetoinform Writeforpleasure Writetoexpresspersonalopinions Writetoargue Writetoconvince Isyourpeer sworkclearenoughingoal setting Makesuggestionsforimprovingwriting MakingwritingeasierbycollectingideasfromvarioussourcesListentowrite Readtowrite Talktowrite Makeyoursuggestionsspecificandeasytoaccess Reviewingideas Reviewhigher orderconcerns ClearcommunicationofideasOrganizationofpaperParagraphstructureStrongintroductionandconclusion Proofreading Reviewlater orderconcerns SpellingPunctuationSentencestructureDocumentationstyle Acomparativereview onmypartner swork thesample andmyownwork featuresofwritingWhatcanbelearned Howtobridgethegap Me Mypartner Thesample Asummaryofchangesacrosswritingclassrooms TeacherProfessionalResearch basedTeachingfocuschangingfromproducttoprocessStudent centeredAssessment fromsummativetoformativemorefrequent moreresponsive largerscaleofrating E ratingtools Criterion Roadmap StudentsWritingmorefrequentlyWritinglonger morefreelyWritingasawayoflearningWritingasamediumofcommunicationPeerevaluatingasapracticeofwriting Researchfindings ChangesforinstructionAsenseofmanagementoffeedbackMoreauthenticwritingpracticeMorecareoflearners learningprocessAconvenientcollectionoflearners worksthroughportfoliobuildingChangesforlearningMorereflectiveMoresenseofachievementHigherself efficacyMoreenduranceof slow progressBetterorganizedlearner Meritsandlimitations Merits Feasibleforlargeclasses moreefficientforsmallclasses IncreasedcontroloftheclassKnowledgeandskillsconsolidatedthroughFAactivitiesPacesloweddownwithincreasedsenseofachievementLearningprocesswellrecordedandmoreconvenientlymonitoredLimitations Highdemandofteacher studentbeliefofthepriorityoflearningprocessoverlearningproductsAlthoughabetterprocesswilldefinitelyleadtobetterproducts Anextendedview Peerevaluationacrosscurriculumtolearnbetter ApplicabletopracticallyallcoursesIntensivereading extensivereading oralinterpreting listening pronunciation writing Consolidation Morehands onpractice Evaluatingpractice hands onTask1 Workingroupsof4FirstreadSample3individually2 5 AsifSample3waswrittenbyyourpartner Writeevaluativecommentsinabout30to50words2 5 Exchangeworkwithyourgroupmembersanddiscussthesimilaritiesanddifferencesintheevaluativecomments2 5 WorktogetherwithapartneronSample4FindthegapbetweenSample3andSample4What sbehindtheimprovement Workoutthepossiblefeedbackthestudenthadgotbeforerevising ShareyourexperienceandfeelingswiththerestoftheclassVolunteers Recommendedpeers works forexcellentindividualfeatures orhumorous insightfulremarks Evaluatingpractice hands onTask2 PairworkA Sample5andB Sample6AsifSample5waswrittenbyBwhereasSample6byAEachreadoneofthe2Self