外教社博学文库:外语教学测试构念研究:以TEM-8作文评分员为例电子书

List of Acronyms

Chapter One Introduction

1.1　Rationale for the study

1.2　Research background

1.2.1　The TEM general introduction

1.2.2　The TEM—8 and its writing component

1.2.2.1　Content and format

1.2.2.2　Rating quality control in the TEM

1.2.3　Studies on the TEM—8 essay rating

1.3　Brief description of the research

1.4　Significance of the research

1.5　Outline of the research

Chapter Two Literature Review

2.1　Studies on raters and rating

2.1.1　Rating in writing assessment

2.1.2　Factors influencing rating process

2.1.2.1　Scal/e

2.1.2.1.1　Scale categorization: merits and limitations

2.1.2.1.2　Second language rating scale development

2.1.2.1.3　Scale validation research

2.1.2.2　Rater characteristics

2.1.2.2.1　Manifestations and sources of rater variability

2.1.2.2.2　Rater language background

2.1.2.2.3　Rating experiences

2.1.2.2.4　Rater professional knowledge

2.1.2.3　Rater training

2.1.2.3.1　The purpose of training and its value debate

2.1.2.3.2　Training procedures

2.1.2.3.3　The effects of training and their duration

2.1.2.3.4　The training process itself

2.1.2.4　Other elements

2.1.3　Process of rating

2.1.3.1　Rating behaviors

2.1.3.2　Rating sequences

2.1.3.3　Rating styles

2.1.3.4　Nature of human essay rating

2.1.3.4.1　Behavioral view on human essay rating

2.1.3.4.2　Cognitive view on human essay rating

2.1.3.4.3　Social cognitive view on human essay rating

2.2　Problem-solving and  cognitive constructivism

2.2.1　Problem-solving

2.2.1.1　Problem states and problem space

2.2.1.2　Categorization of problems

2.2.1.3　Stages and strategies of problem-solving

2.2.1.4　Elements affecting problem-solving

2.2.1.5　Cognitive structure

2.2.2　Piaget’s cognitive constructivism

2.2.3　Rating process: a problem-solving process

2.2.4　Raters’ cognitive construction

2.2.5　Summary

2.3　Research hypothesis and  research questions

2.3.1　Research hypothesis

2.3.2　Research questions

Chapter Three Research Methodology

3.1　Introduction

3.2　Data collection

3.2.1　Scores assigned to 25 essays by 17 raters

3.2.2　Questionnaire data

3.2.3　Think-aloud Protocols: 6 raters’ rating 10 essays

3.2.3.1　The raters and essays

3.2.3.2　The procedure

3.2.4　Interview data

3.3　Data analysis

3.3.1　MFRM analysis of rating performance

3.3.2　Factor analysis of questionnaire data

3.3.3　TAPs data analysis

3.3.3.1　Transcription

3.3.3.2　Coding

3.3.4　Interview data analysis

3.3.5　Instruments

3.4　Summary

Chapter Four Results

4.1　Rating quality: MFRM analysis

4.1.1　The vertical rulers

4.1.2　Examinee measurement report

4.1.3　Raters’ rating quality

4.1.4 ‌Bias/Interaction analysis specified by examinee and rater

4.1.5　Summary

4.2　Factors affecting rating: questionnaire data analysis

4.2.1　Frequencies

4.2.2　Exploratory factor analysis

4.2.2.1　Variable revising and deleting

4.2.2.2　Factors identified

4.2.3　Confirmatory factor analysis

4.2.4　Frequencies of the six factors

4.2.5　Interaction among factors

4.2.6　Summary

4.3　The writing structure

4.3.1　Aspects of the writing structure

4.3.2　Aspects elaboration

4.3.2.1　Purpose

4.3.2.2　Global image

4.3.2.3　Content

4.3.2.4　Language

4.3.2.5　Mechanics

4.3.3　The framework of the writing structure

4.4　The contextual structure

4.4.1　Aspects of the contextual structure

4.4.2　Aspects elaboration

4.4.2.1　Institutional awareness

4.4.2.2　Test knowledge

4.4.2.3　Test-taker expectation

4.4.2.4　Knowledge of rating system

4.4.2.5　Ethical consideration

4.4.2.6　Physical condition

4.4.3　The contextual structure

4.4.4　Summary

4.5　TAPs usefulness and the rating structure

4.5.1　TAPs performance

4.5.2　The rating structure

4.5.2.1　General description

4.5.2.2　Elaborating objects and operations

4.5.2.2.1　Stage One

4.5.2.2.2　Stage Two

4.5.2.2.3　Stage Three

4.5.2.3　The rating structure

4.5.2.4　Summary

4.6　Summary of the chapter

Chapter Five Discussion

5.1　Construction of the writing structure

5.1.1　Factors contributing to the construction

5.1.1.1　Rating scale

5.1.1.2　Rater characteristics

5.1.1.3　Rater training

5.1.2　Defining the construction

5.2　Construction of the rating structure

5.2.1　Orientation of the writing structure

5.2.2　Contribution of other factors

5.2.2.1　The rating scale

5.2.2.2　Rater training

5.2.2.3　Rater characteristics

5.2.2.4　Rating supervision

5.2.2.5　Eye-catching text features

5.2.2.6　Rating context

5.2.3　Summarizing the construction

5.3　Construction of the contextual structure

5.3.1　Factors contributing to the construction

5.3.1.1　Rater training and rating condition

5.3.1.2　Rater characteristics

5.3.2　Summarizing the construction

5.4　Nature of human essay rating

5.5　Summary

Chapter Six Implications

6.1　Construct of essay assessment

6.2　Validity and reliability and rater characteristics

6.3　Rule of rating scale and its development

6.4　Purpose and methods of rater training

6.5　Rating supervision and feedback

6.6　TAPs in cognitive process research

6.7　Future research

Chapter Seven Conclusion and Limitations

7.1　Answer to research Question One

7.2　Answer to research Question Two

7.3　Answer to research Question Three

7.4　Limitations

References

Appendix

Appendix 1.1.1

TEM—8 Essay Rating Criteria (2012) (Translated from the Chinese version)

Appendix 1.1.2

TEM—8 Essay Rating Criteria (2012) (the Chinese version) TEM—8作文评分标准（2012）

Appendix 3.2.2.1

The Questionnaire to 2012 TEM—8 Essay Raters (Translated from the Chinese version)

Appendix 3.2.2.2

The Questionnaire to 2012 TEM—8 Essay Raters (Chinese version) 2012年英语专业八级作文评分员问卷

Appendix 3.2.3.2.1

Instruction of TAPs (Translated from the Chinese version)

Appendix 3.2.3.2.2

Instruction of TAPs (Chinese version) 有声思维评分过程说明

Appendix 3.2.4.1

Interview questions (Translated from the Chinese version)

Appendix 3.2.4.2

Interview questions (Chinese version) 访谈问题

Appendix 3.3.1

FACETS window and a working shot

Appendix 3.3.3.2

Shots of TAPs coding in Nvivo8.0

Appendix 3.3.4

Shots of interviews coding in Nvivo8.0