论证表现的变化:师生合作评估的影响

IF 1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Chinese Journal of Applied Linguistics Pub Date : 2022-11-01 DOI:10.1515/CJAL-2022-0401

Xiaoyan Xu, Yuexin Zhong, Zimeng Shao

{"title":"论证表现的变化:师生合作评估的影响","authors":"Xiaoyan Xu, Yuexin Zhong, Zimeng Shao","doi":"10.1515/CJAL-2022-0401","DOIUrl":null,"url":null,"abstract":"Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"491 - 509"},"PeriodicalIF":1.0000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Changes in Argumentation Performance: Effects of Teacher-Student Collaborative Assessment\",\"authors\":\"Xiaoyan Xu, Yuexin Zhong, Zimeng Shao\",\"doi\":\"10.1515/CJAL-2022-0401\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.\",\"PeriodicalId\":43185,\"journal\":{\"name\":\"Chinese Journal of Applied Linguistics\",\"volume\":\"45 1\",\"pages\":\"491 - 509\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2022-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chinese Journal of Applied Linguistics\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1515/CJAL-2022-0401\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Journal of Applied Linguistics","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1515/CJAL-2022-0401","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

摘要本文比较了为期一个学期的师生合作评估（TSCA）和经过训练的同行评审评估（TPRA）教学的有效性。因变量包括简化的Toulmin模型结构元素的出现，以及论证内容的改进，论证内容是指Toulmin结构元素所反映的推理质量。来自TSCA组（n=41）和TPRA组（n=40）的81名英语专业大二学生被要求在学期初和学期末写两篇议论文。结果表明，TSCA小组提出了明显更多的反驳主张和反驳数据。此外，TSCA组在构建更强的反驳主张、反驳主张和反驳数据方面显著优于TPRA组。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Changes in Argumentation Performance: Effects of Teacher-Student Collaborative Assessment

Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Chinese Journal of Applied Linguistics EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.50

自引率

0.00%

发文量

377

期刊介绍： The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]). The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.