计算机辅助二语动态评估系统PELDiaG和CODA的比较研究
Computer-Assisted L2 Dynamic Assessment: A Comparative Study between PELDiaG and CODA

DOI: 10.12677/ML.2021.91033, PP. 231-242

Keywords: 动态评估，诊断性评估，计算机辅助教学，第二语言评估
Dynamic Assessment, Diagnostic Assessment, Computer-Assisted Language Learning, Second Language (L2) Assessment

Full-Text   Cite this paper   Add to My Lib

Abstract:

本文介绍和比较了两个典型的计算机辅助二语动态评估在线系统PELDiaG和CODA，从诊断试题命制、干预方式以及迁移任务的设计等方面对比分析二者的异同，以期为智能化的二语动态评估研究的发展提供借鉴。二者从社会文化理论出发，以动态评估方法为框架，以计算机和互联网技术为支撑，用不同的研究方法探索了二语学习者在不同的动态干预模式下的学习行为。PELDiaG系统在诊断试题的构建方面更为严谨，CODA系统则通过设计一种特殊的评分方式来量化学习潜能。PELDiaG系统以多模态的文字图表视频等作为介入手段，是一种比较显性的介入方式，而CODA系统对学习者的干预通过逐渐显化干预来实现。
As a learning-oriented and diagnostic assessment approach, Dynamic Assessment (DA) focuses on the learning process and the learners’ individual development. It aims to integrate mediation and instruction into assessment, and thus provides diagnostic information about the learner’s weaknesses and strengths, with the hope of pinpointing the source of the students’ problems in learning. Recently, DA research has been expanded to the field of second language (L2) education and then computer-assisted language learning setting, as is shown in this study. Two computer-assisted L2 dynamic assessment systems, CODA (Computerized Dynamic Assessment) and PELDiaG (Personalized English Learning: Diagnosis and Guidance), constructed respectively by two research teams at the US and Chinese universities, are introduced and compared in a systematic and detailed way. Similarities and differences are discussed with a focus on such DA features as transfer, DA models, and intervention. The study sheds light on the future research on second language assessment as well as L2 computer-assisted teaching and learning.

References

[1]	Lee, Y. (2015) Diagnosing Diagnostic Language Assessment. Language Testing, 32, 299-316. https://doi.org/10.1177/0265532214565387
[2]	Poehner, M.E. (2007) Beyond the Test: L2 Dynamic Assessment and the Transcendence of Mediated Learning. The Modern Language Journal, 91, 323-340. https://doi.org/10.1111/j.1540-4781.2007.00583.x
[3]	Vygotsky, L.S. (1987) Thinking and Speech. In: Rieber, R.W. and Carton, A.S., Eds., The Collected Works of L.S. Vygotsky: Volume 1: Problems of General Psychology, Plenum, New York, 39-285.
[4]	韩宝成. 动态评价理论、模式及其在外语教育中的应用[J]. 外语教学与研究, 2009, 41(6): 452-458.
[5]	孔文, 李敦东, 余国兴. L2写作动态评估中同伴中介干预和教师中介干预比较研究[J]. 外语界, 2013(3): 77-86.
[6]	黄光扬. 动态评价的理论基础、主要模式及可用性初探[J]. 比较教育研究, 2002, 23(11): 44-48.
[7]	李清华, 王伟强, 张放. 形成性评估研究[M]. 北京: 科学出版社, 2014.
[8]	Poehner, M.E. (2008) Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development. Springer Publishing, Berlin.
[9]	Lantolf, J.P. and Poehner, M.E. (2004) Dynamic Assessment: Bringing the Past into the Future. Journal of Applied Linguistics, 1, 49-72.
[10]	侯杰, 刘燕. 《动态评估: 从维果斯基理论角度理解和促进二语发展》评介[J]. 外语界, 2011(4): 89-92.
[11]	Ableeva, R. and Lantolf, J.P. (2011) Mediated Dialogue and the Microgenesis of Second Language Listening Comprehension. Assessment in Education: Principles, Policy & Practice, 18, 133-149. https://doi.org/10.1080/0969594X.2011.555330
[12]	孔文, 方洁. 另类评估的新发展: 动态评估面面观[J]. 解放军外国语学院学报, 2013, 36(1): 57-61.
[13]	彭金定. 大学英语课堂教学动态评估[J]. 外语界, 2004(3): 26-31.
[14]	张艳红. 大学英语网络写作教学的动态评估模式研究[J]. 外语界, 2008(4): 73-81.
[15]	张艳红. 大学英语写作教学的动态评价体系建构[J]. 解放军外国语学院学报, 2010(1), 33(1): 46-50+127-128.
[16]	孟亚茹, 刘丹, 晏艺赫, 等. 基于听力认知属性的动态评估干预模式初探[J]. 语言教育, 2019(4): 43-50.
[17]	李奕华. 基于动态评估理论的英语写作反馈方式比较研究[J]. 外语界, 2015(3): 59-67.
[18]	Poehner, M.E. and Lantolf, J.P. (2013) Bringing the ZPD into the Equation: Capturing L2 Development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17, 323-342. https://doi.org/10.1177/1362168813482935
[19]	Feuerstein, R., Rand, Y. and Rynders, J.E. (1988) Don’t Accept Me as I Am: Helping Retarded Performers Excel. Plenum, New York. https://doi.org/10.1007/978-1-4899-6128-0
[20]	Feuerstein, R., Rand, Y. and Hoffman, M.B. (1979) The Dy-namic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques. University Park Press, Baltimore.
[21]	范兆兰. 动态评估理论与应用研究[D]: [博士学位论文]. 南京: 南京师范大学, 2006.
[22]	Brown, A. and Ferrara, R.A. (1985) Diagnosing Zones of Proximal Development. In: Wertsc, Ed., Culture, Communication and Cognition: Vygotskian Perspectives, Cambridge University Press, Cam-bridge, 273-305.
[23]	Poehner, M.E., Zhang, J. and Lu, X. (2015) Computerized Dynamic Assessment (C-DA): Diagnosing L2 Development According to Learner Responsiveness to Mediation. Language Testing, 32, 337-357. https://doi.org/10.1177/0265532214560390
[24]	马晓梅, 孟亚茹, 何恵勤, 刘睿. 个性化英语视听诊断指导模式构建及其系统开发[J]. 外语教学, 2012(5): 59-63.
[25]	Anderson, J.R. (1995) Cognitive Psychology and Its Implications. Worth Publishers, New York.
[26]	Richards, J.C. (1983) Listening Comprehension: Approach, Design, Procedure. TESOL Quarterly, 17, 219-239. https://doi.org/10.2307/3586651
[27]	邹申, 杨任明. 简明英语测试教程[M]. 北京: 高等教育出版社, 2000.
[28]	Sternberg, R.J. and Grigorenko, E.L. (2002) Dynamic Testing: The Nature and Measurement of Learning Potential. Cambridge University Press, Cambridge.
[29]	金艳, 孙杭. 外语课堂评估研究(2007-2018): 回顾与展望[J]. 东北师大学报(哲学社会科学版), 2020(5): 166-173.
[30]	蔡基刚. 高等教育国际化背景下的外语教学评价体系调整[J]. 外语电化教学, 2013(1): 3-8.

Full-Text