目前,， 在高中學生的聽、說、讀,、寫四項技能中,，寫仍然是弱項。其中一個主要原因是教師在寫作教學中方法單一,，評價單一,。長期以來，學生對冷漠,、缺乏激勵性的評語已漠然,，無法激起對寫作的興趣。筆者研究了高中英語寫作的評價策略,，并借鑒美國高中寫作的評價手段,，認為優(yōu)化課堂評價方式是有助于激發(fā)學生寫作興趣，培養(yǎng)學生寫作能力的有效途徑,。
美國高中對學生寫作的培養(yǎng)是階段性的，每一階段訓練不同的文體,。筆者有幸在美國南加州一所高中進入課堂觀摩了一段如何訓練學生學議論文,，對其評價方式深有感觸。美國高中議論文的寫法有其一套模式,。所有議論文都套用這樣一種模式：TS ( topic sentence), CD ( concrete detail) , CM (commentary) , CM（commentary）,CS(concluding sentence). 學生根據這個模式來套寫,。這個寫作方案就是美國著名的 “Jane Schaffa Writing Program”.一般來說，美國學生寫作文是在讀完一本書后,，對某方面發(fā)表議論,。閱讀時， 采取小組合作,、討論的方式,。讀后，就某一主題寫作,，完全依照老師提供的寫作模式，這樣寫出的作文大框架,，條理會很清楚,。寫完后學生先打印一份交給老師，老師則先利用一節(jié)課讓學生互評,、自評,。首先老師給每位學生印發(fā)一份詳細的批改指導作為批改依據，這份細則以表格形式標明了每一個檔次的指標及其所得分數,，從主題到拼寫及大小寫都給與明確的說明,，最后是批改者的評語 及文章所得分數。一般老師指定小組（多為四人組）互批，然后再自評,。由于老師所給的批改規(guī)則十分詳細,，學生批的也很準確。在小組批完之后,，明顯的錯誤就已經挑出,，學生再進行自評。 通過在小組中批改別人的作文,，學生已經對如何寫好文章有了基本的認識，也已認識到了自己的不足，然后修改自己的文章,，最后在網上提交給老師,。老師的批改及評語也非常詳細，多具有鼓勵性質,?？梢钥闯觯绹咧性缫褜⒃u價機制納入到課堂正常的教學中,。下面為美國學生讀完“Monkey”—“西游記”后所寫文章的自我評估的一個范例：
Mechanics
&
Formal
Essay
Guidelines
No spelling
punctuation,，
capitalization，
sentence
structure errors
or formal essay
guideline errors
A few spelling
punctuation,，
capitalization,，
sentence
structure，or
formal essay
guideline
errors Some spelling
punctuation,，
capitalization
sentence
structure,。and
formal essay
guideline
errors Abundant
spelling
punctuation，
capitalization．
sentence
structure,。and
formal essay
guideline errors Unreadable
Hook
Clever hook that
is original,，grabs
reader
attention，and is
appropriate Provides a
thoughtful hook
Provides a
generic hook
Hook has
nothing to do
with essay
NO hook
Thesis
Provides complex
thesis written in
parallel structure．
includes author
and title book．
written in fluent
parallel structure．
points to all body
paragraphs Thesis is
missing one
element
Thesis is
missing more
than one
element or,；s
vague
Thesis is out of
place
NO thesis
CDs
Provides at least
6 well．chosen and
appropriate
quotes
Provides 5 well
chosen quotes
or l or 2 quotes
are weak
Provides 4 well
chosen quotes
or half of the
quotes are
weak Less than 4 well．
chosen quotes
or half quotes are
weak
No quotes
Commentary
Has at least
twice as much CM
as CDs and CM is
clever and
insightful analysis Has at least
twice as much
CM as CDs but
CM is basic
analysis Provides the
same amount
of CM as CDs
or CM is mostly
plot summary Provides little
CM or CM is all
plot summary
No commentary
Clincher
Clever clincher
that is original
and appropriate,，
leaving reader
with food for
thought(“Finish
him!”l Provides a
thoughtful
clincher
Provides a
generic
clincher
Clincher has
nothing to do
with essay
NO clincher
Parenthetical Citations
All quotes cited
perfectly
according to MLA
A few errors
Some errors
Numerous
citation errors
and／or floating
quotes 7 NO citations
Works Cited NO errors One error Two errors 30rmore errors NO Works Cited
Comments:
Final Grade_____
三、寫作課堂評價的重要意義和作用
寫作課堂評價是寫作教學的一種手段,，是促進教學的一種策略,。雖然評價活動由教師設計，卻由學生來完成,，也就是說,，寫作評價很大程度上是教師監(jiān)控下的學生自我評價。評價對學生有以下意義和作用：
1,、能監(jiān)測到學生對寫作課堂教學掌握的情況及對于寫作策略的運用情況,。
2,、使學生能清楚自己的長處和不足，有助于糾正學生的一些錯誤觀念,。
3,、為學生調整自己的學習方案提供反饋，幫助學生重新調整學習策略,。
4,、使學生能真正對自己的學習負責，增強自主意識,。
四,、課堂評估在寫作教學中的應用
1、自我評價
如果學生在學習過程中是積極的學習者,，他們就必須構建自己的學習目標,，設計自己的學習路線，并隨時檢查自己的進步,。這樣會為自己的學習進度和學習方向負責,，從而逐步成為一個自主和獨立的學習者，為終身學習打下基礎,。（羅少茜,，2003）學生寫作的課堂評價可分為：寫前評價和過程評價和寫后評價。
寫前評價 包括寫作前是否思考,，選題方式（ 題目大?。┦欠裾_，是否會寫開頭和結尾等,。目的在于讓學生寫前培養(yǎng)良好的寫前思維習慣,。這樣，學生對自己的各項能力有一個基本認識,，知道自己的優(yōu)點,，弱點，有力于奠定寫作的基礎,。寫前教師必須要和學生一起具體制定各項評估標準,，展示優(yōu)秀的寫作要素，教師對每一項都要提供范例,，讓學生知道優(yōu)秀作品是什么樣,，進而對自己的作品進行評價。下面為優(yōu)秀作品寫作要素構成的范例：
What a good writer can do
What will the topic be?
How did you choose your topic?
What pre-drafting activities are you doing?
How are you gathering ideas for your writing?
How do you organize your writing?
What developing mode are you going to adopt?
What is your purpose of writing?
( adapted from O’Malley&Pierce.1996)
過程評價 對寫作來說,，結果評價多于過程評價。但對于作為過程的寫作教學,，過程評價尤為重要,。過程評價一般在寫作過程中進行,，可由學生自評或有教師進行評價，也可由同伴由討論的方式進行,。在這個過程中,，教師可以給學生提供可參考的問題：
（1）寫草稿時
How are you getting along with your writing?
Do you have any problems?
What are you writing about?
Where do you want this piece to go?
（2）學生修改時
What kind of information are you making?
What kind of errors have you located?
Are you following the guide line for revising?
Do you have any suggestion for further improvement?
寫后評價 寫作后可以根據老師制定發(fā)放的細則標準來對文章進行詳細的評估， 找出自己的優(yōu)點和弱點,。下面是自我評估的一個范例：
5-Advanced-
A
4-
Proficient-
B
3-
Basic-
C
2-
Below Basic-
D 1-
Far Below
Basic-
F
Mechanics
No spelling
punctuation,，
or
capitalization，
errors
A few
Spelling
punctuation,，
and／or
capitalizatio
n errors Some
spelling
punctuation,，
and／or
capitalizatio
n errors Several
spelling
punctuation，
and／or
capitalization
,，errors Abundant
spelling
punctuation,，
and／or
capitalization
，errors
Grammar
No sentence
structure／
grammar
errors
A few
sentence
structure／
grammar
errors Some
sentence
structure／
grammar
errors Several
sentence
structure
grammar
errors Abundant
sentence
structure
grammar
errors
Introduction
Has effective
hook,，
describes
flaw,，and has
detailed thesis
Has generic
hook．
describes
flaw，and
has detailed
thesis Has generic
hook．
describes
flaw,，and
has vague
thesis No hook
describes
flaw but
thesis is out
of place or is
unclear No hook
does not
describe
flaw,，and no
clear thesis
Body
Paragraphs
Setting and
background
info given with
abundant
sensory detail，
offers precise
details of
event that
create
suspense,，
provides a
detailed
description of
how he／she
feels as a
result Setting and
background
info given
with sensory
detail,，offers
details of
event，
provides a
description
of how
he／she feels
as a result
Setting and
background
info given,，
offers some
details of
event,，
provides a
brief
description
of how
he／she feels
as a result
Setting and
background
info given，
offers little or no details of event,，
provides little
or no
description
of how
he／she feels
as a result
No setting or
background
info given,，no
details of
event no
description of
how he／she
feels as a
result
Conclusion
Restates
Thesis in an
original way，
reviews main
ideas, ends
with an
effective
“clincher’ Restates
Thesis in an
original way,，
reviews
main ideas,，
ends with a
generic
“clincher’ Restates
thesis，does
not review
main ideas,，
ends with a
generic
“clincher,，’
Restates
thesis, does
not review
main ideas，
ends with a
generic
“clincher,，’
No summative
conclusion,，
essay ends
abruptly
(選自美國Saugus High School的自評表)
2、同伴評價
溝通技能和合作技能在同伴評價中十分重要,。同學之間彼此信任和真誠的互相評價需要長時間來培養(yǎng),。在寫作完成后,，可把學生分成二人或四人組交換進行評價，但有效評價需要建立在相互信任,、負責的基礎之上,。通過自評和互評，學生有機會檢查自己和他人的寫作成果,，對自己的目標有一個更明確的概念,。學生互評的成功和自評的成功一樣，需要教師提供榜樣,，展示優(yōu)秀的互評范例,。通過評議使學生充分理解評價的標準。同時讓他們學會信任,、誠實,、公正對自己和別人（Darling—Hammond1995）?；ピu中最主要的一點是要了解學生的情況,，讓學生意識到“同伴文化”的力量以及友好氣氛在學習過程中的重要性?；ピu鼓勵學生合作和向他人學習,，對自己的目標也產生激勵?；ピu也可采用筆者在自評中提供的表格,。
3、教師評價
學生的自評和互評都必須與教師的評價結合,。在評價的過程中,，教師的作用是多層面的。要示范寫作學習方法,，評價方法,，幫助學生自評，管理學生互評,，和學生一起反思,，確立今后的目標。
教師給學生的作品的評語應簡潔,、具體并具有針對性,。研究發(fā)現(xiàn)，有建設性的,，鼓勵性的反饋,，加之寫作內容和寫作過程的評價而非僅僅是寫作慣例的檢測有助于學生寫作水平的提高， 有助于培養(yǎng)學生對寫作的正確態(tài)度,。表揚比糾錯更重要,，過分的糾錯有傷學生的自尊,。（王篤勤，2004）
下面的一些評語也許會給教師以啟發(fā)和參考：
（1） 開頭和結束
A good beginning ! A perfect ending!
The first paragraph makes a good beginning.
The last paragraph makes a perfect ending.
All the points have been covered.
It’s clever of you to use a topic sentence at the beginning of a paragraph.
I’m glad to see the sentence coherence in your last paragraph.
Strong introduction----it stimulates my desire to read
Your ending came a bit too quickly, It seems there is something lost.
The conclusion seems a little week.
The introduction is not strong enough to motivate the readers.
(2) 文章結構組織
Well organized. Easy to follow.
The focus of the paper seems not clear enough.
How is this connected with the ideas before it?
This paragraph seems a little overloaded.
Connectors are needed between different paragraphs.
(3)清晰度
It’s wonderful to use proper conjunctions between sentences.
You are good at developing a passage.
Good description.
More details are needed here.
Tell me more about this.
An example would have made this clearer.
(4) 句法結構
It’s wonderful to use proper conjunctions between sentences.
Good word choice.
Long sentences.
Fragments.Try to use complete sentences.
You can combine these short sentences.
結束語
在課堂寫作評估中,，教師和學生共同面對學生的成長。各種評價方式結果不僅給學生也給教師提供了教與學的信息,。學生得到個人反饋,，明確努力方向，教師得到學生的反饋以便改進寫作的教學方法,，給學生提供更有意義和有用的指導,。
參考文獻
羅少茜 ，2003 英語課堂形成性評價研究
O’Malley,J. Michael O’Malley and Michael J. O’Malley.(1996).
Authentic Assessment for English Language Learners. Addison-Wesley Pub Co.
Darling-Hummond, Linda.(1995).
Authentic Assessment in Action Teachers College Press.
王篤勤,，2004 英語教學策略論
