Effects of Criterion-Referenced Assessment on Motivation in EFL

标准参考评估对英语学习动机的影响

• 批准号: 15520346
• 负责人: WATANABE Watanabe
• 金额: $ 0.77万
• 依托单位: Akita University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15520346/
• 关键词: criterion-referenced assessment; absolute interpretation of test scores; criteria vs.standards; motivation; educational evaluation; EFL; interviews; classroom observation

The purpose of the present research was to examine whether criterion-referenced assessment (CRA) would help motivate learners learning English as a foreign language (EFTL) at Japanese junior and senior high schools. The CRA system has been implemented since 2002 at junior high schools and 2004 at senior high schools. It is commonsensical to claim that the CRA practice is superior to the NRA (norm-referenced) practice in that the former would help motivate learners, as the former would potentially provide students with a specific set of goals at each stage of learning, whereas the latter, in the absence of such goals, would help learners selfevaluate their own levels of achievement only by referring to the achievement of other learners.The present research investigated the issue by conducting interviews, questionnaires, and classroom observations. The interviews and questionnaires that were administered to teachers indicated that teachers did understand and expect that the CRA system would motivate learners. Contrary to this expectation, however, teachers were busy establishing criteria for their own schools, which lead to failure to capitalize on the `motivating factor inherent' in the CRA system. The interviews with students also indicated that they expected the CRA system would be more motivating than the NRA in that the former would give them a greater chance to receive a grade that they would deserve according to their degree of effort. However, there was very little evidence that indicated that they were really motivated.The present research concluded that in order to use the CRA system to motivate learners, a greater level of understanding of the system should be gained on the part of teachers and learners. It was also suggested that a certain degree of comparison among students should not be neglected even in the CRA system, if assessment is employed to motivate learners at all.

本研究的目的是检查标准引用的评估（CRA）是否会帮助学习者在日本初中和高中学习英语作为外语（EFTL）。自2002年以来，CRA系统已在初中和2004年在高中实施。声称CRA实践优于NRA（规范引用）实践是有意思的，因为前者将有助于学习者，因为前者可能会在每个学习的每个阶段为学生提供一组特定的目标，而后者在没有此类目标的情况下，在没有这些目标的情况下，只能通过参考自己的成就来进行研究，以进行其他研究，从而促进自己的成就水平，以表明自己的成就，以实现自己的成就，以实现自己的成就，而成就的成就，这些目标是在进行学习者的成就。问卷和课堂观察。向教师管理的访谈和问卷调查表明，教师确实理解并期望CRA系统会激励学习者。然而，与这一期望相反，教师正忙于为自己的学校建立标准，这导致CRA系统中固有的“激励因素”未能利用。与学生的访谈还表明，他们希望CRA系统比NRA更具动力，因为前者将使他们有更多的机会获得根据他们的努力应得的成绩。但是，几乎没有证据表明他们确实是有动力的。目前的研究得出的结论是，为了使用CRA系统激励学习者，应在教师和学习者方面获得对系统的更高水平。还建议，即使在CRA系统中，如果采用评估来激发学习者，则不应忽略学生之间的一定程度的比较。

项目成果

Evaluating a New Course in English for Academic Purposes

出于学术目的评估新英语课程

• 发表时间: 2005
• 期刊: 秋田大学教養基礎教育研究年報 6(未定)
• 作者: SAKUMA;Yasuyuki;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe

Exploring Test-Wiseness of Japanese Senior High School Students

探索日本高中生的应试智慧

• 发表时间: 2004
• 期刊: 教育文化学部紀要 No.59
• 作者: (4)Shirahata;T;松浦 千佳子;鈴木小織;Yoshinori Watanabe;白畑知彦;鈴木小織;Yoshinori Watanabe;Chikako MATSUURA;白畑知彦;Yoshinori Watanabe;淺間正通;白畑知彦;Chikako MATSUURA;桐山伸也;白畑知彦(分担);松浦 千佳子;Yoshinori Watanabe;白畑知彦編著;Suzuki Saori;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe

Building a Tower of Babel

建造巴别塔

• 发表时间: 2005
• 期刊: Language Assessment Quarterly 2/1
• 作者: Otake Kota;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe

Yoshinori Watanabe: "Exploring Test-Wiseness of Japanese Senior High School Students"教育文化学部紀要. No.59. 29-39 (2004)

渡边义德：“探索日本高中生的考试智慧”教育文化学部通报第59-39号（2004年）。

Building a Tower of Babel.

建造巴别塔。

• 发表时间: 2005
• 期刊: Language Assessment Quarterly 2/1
• 作者: (4)Shirahata;T;松浦 千佳子;鈴木小織;Yoshinori Watanabe
• 通讯作者: Yoshinori Watanabe