不再是教師獨白──讓英文寫作學習者參與教師的評量與回饋

NO LONGER A TEACHER MONOLOGUE - INVOLVING EFL WRITING LEARNERS IN TEACHERS’ ASSESSMENT AND FEEDBACK PROCESSES

本研究報導一個學習導向的形成性評量設計，讓大學生在英文寫作課中經常地回應教師對其作品的評量意見，以形成師生間持續的討論與對話。這一系列的形成性評量乃依照近年的評量與回饋理論所設計，並從三個方面闡述，分別是：學習與評量活動的時程、促進學生參與教師評量回饋的教學工具、以及在初期給予多元協助並於後期逐漸移除這些協助以使學生終能獨立學習的安排。一學期中學生共進行四次的習作，這些作文經評分與統計分析後，顯示從每一次的習作到下一次之間均有顯著的進步。為進一步瞭解學習過程，研究者分析每次學生繳交習作所附的修改報告與教師批改後提供的回饋單內容，以及這些書面文件中展現出的師生對話。分析結果以兩個不同個案在一學期的學習與評量中，分別展現出的認知與情意發展軌跡來說明。本研究所提出的形成性評量設計讓學生有機會在反覆練習、評量、表達、反思的過程中，與教師進行學習的深度對話，所以能使學生對有興趣的學習議題持續深入地探索瞭解，並自教師處得到順應個別學習者特性的支持。

This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment activities, instruments used to encourage learner responses to teacher assessment feedback, and the arrangement of gradually removing scaffolds provided by the teacher and peers. Four batches of learner essays written throughout the semester were rated for quality. Results revealed significant improvement from the first to the second, from the second to the third, and from the third to the fourth assignment. To further examine the characteristics of learning, analysis was conducted on the teacher-learner dialogues documented in teacher feedback forms and learner revision reports. Two learners were chosen as cases to exhibit their gradual development on cognitive and affective dimensions. It was found that, with the repetitive opportunities to perform, assess, articulate, and reflect as afforded by conversations on these formative assessments, learners could revisit major themes and deepen understanding, receive consistent support adjusted for their personalities, and co-construct meaning through challenges and scaffolds.