Chapter 1 Introduction
1.1 Research background and significance
在这个迅速全球化的世界中，良好的国际语言命令变得越来越重要，而产生的语言教学和学习的重视。探究问题的答案如何有效地教授和学习总是带来的不仅是思想，语言能力的定义和功能，但也是措施来测试一个人的语言能力。测试或评估，服务于教学和学习，有助于提供反馈进展和问题，不仅语文教学中发挥了重要影响，但也高风险的考试，可以决定考生的教育或职业发展。因此，足以的恩特雷里奥斯责任和有效性的测试要求。由于性能测试的L2语言写作测试采取了更大的一部分，面积为第二语言写作评估探讨人员已经吸引了相当大的利益。一个方面，不同的评分措施，主要是整体得分和略论计分是一个问题的辩论，包括它们的可靠性和可行性。作为交际语言教学的作用L2写作教学的理论和实践的措施来评估得分的变化也是比较完整。为了提供教师和学生，每个学生的写作的具体信息，使教师可以教有效地和学生改善其微，英语毕业论文，技能作出相应书面，略论的得分是首选到提供埃塔ILED学生的表现以书面形式反馈。尽管费时，略论得分显然提出明确证明信息专业学生的写作能力的细节，英语毕业论文，从而促进进一步的诊断教学和学习的个人，从长远来看是有益的。然而，这项探讨聊斋略论在大规模测试中的得分是当前还不够充分。In this rapidly-globalized world, the good command of an international languageis becoming increasingly important, which arises the attention paid to the languageteaching and learning. The exploration of the answer to the question how to teach andlearn effectively has always brings in not only the thought of the definition andfunction of language competence, but also the methods to test one’s languagecompetence. Tests or Assessments, serving for teaching and learning, being helpful inproviding feedback of progress and problems, play an important role in not onlylanguage teaching and learning, but also in high-stake examinations that could decidethe examinees’ Education or career development. Consequently, tests with sufficientreliability and validity are demanded.Since the performance testing in L2 language writing test is taking a greater part,the area of second language writing Assessment has attracted considerable interestsfrom researchers.For one aspect, the different scoring methods, mainly the holistic scoring and theanalytic scoring are a debate question, including their reliability and feasibility. As thecommunicative language teaching has influenced the theory and practice of L2 writinginstruction, the changes in approaches to scoring in assessment have also becomenecessary. In order to provide teachers and students with specific information of everystudent’s writing, so that the teachers can teach effectively and the students improvetheir micro-skill in writing accordingly, analytic scoring is preferred to providedetailed feedback of the students’ performance in writing. Despite its time-consuming,analytic scoring apparently presents clear and evidencing information on students’writing competence in detail, hence facilitating further diagnostic teaching andlearning for the individual, which is beneficial in the long run. However, the study onthe analytic scoring in large-scale test is not sufficient at present.
For another, in the rating of writing tests, raters rate students’ writings using somekind of rating scale. Thus, attention has not only been paid to the content of the test,ability of the students, but also to the raters themselves, including their royalty to therating scale and other potential factors. Raters are desired to rate consistently andobjectively so as to reflect students’ true ability rather than other factors unrelated tothat ability such as rater bias, which might exist due to the subjective nature of the test. Though raters are trained to rate according to the rating scales, understand andinterpret the rating scales in similar ways, the rating is still subjective and involvescomplex and error-prone cognitive process that may introduce systematic variance inperformance ratings. It was realized by former study that raters’ judgments involve anelement of subjectivity and rater judgments of the same writers often vary.
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