对外汉语课堂评价工具的测量、质量和评定量表功能

Shuai Li, Yali Feng, Ting-Sheng Wen
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引用次数: 0

摘要

汉语教师开发自己的课堂评估工具,并据此做出重要的教学决策(如评分),这是一种广泛的做法。然而,这些仪器的质量在文献中很少被讨论。本章的重点是在美国的本科汉语课程的期末笔试中使用教师开发的测试的测量质量。该测试旨在评估课程中教授的语言知识,包含37个二元得分(0/1)项目和17个构造反应项目。开发了两个四类评定量表来评估构建的反应。参加考试的88名学生选修了中文课程。结果显示测试的总体测量质量是可接受的,如难度、辨别、信度和Rasch模型拟合的测量。然而,这两个评定量表被发现包括过多的得分类别,表明测量冗余。本研究的结果旨在提高对外汉语教学教师对其自行开发的评估工具的潜在局限性的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument
It is a wide practice that Chinese language instructors develop their own instruments for classroom assessment and make important pedagogical decisions (e.g., assigning grades) accordingly. However, the quality of such instruments has rarely been discussed in the literature. This chapter focuses on the measurement quality of an instructor-developed test used as a final written exam in an undergraduate Chinese language course in the U.S. The test was designed to assess the linguistic knowledge taught in the course and contained 37 binary-scored (0/1) items and 17 constructed-response items. Two four-category rating scales were developed to evaluate the constructed responses. Examinees were 88 students enrolled in the Chinese course. Results showed acceptable overall measurement quality of the test as indicated by measures of difficulty, discrimination, reliability, and Rasch model fit. The two rating scales, however, were found to include excessive score categories, suggesting measurement redundancy. The findings of this study are intended to raise the awareness among CSL instructors of the potential limitations of their self-developed assessment instruments.
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