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While much research supports the benefits of computer-mediated collaborative writing (CW) in second language (L2) classrooms, the assessment of CW has received scant attention. This study proposed an assessment scheme considering both the products and processes when assessing online synchronous CW, and explored its effects on learners’ interactions and perceptions of the process-and-product-based assessment approach through qualitative analyses. Through analyzing 21 dyads’ online pair talk and revision histories in CW tasks, post-task reflections, and interviews, this study found that assessment approach impacted patterns of collaboration, as well as the quantity and quality of peer interaction. Also, learners reported multiple advantages of the process-and-product-based assessment approach in computer-mediated CW, including increasing fairness, promoting better performance, and facilitating effective collaboration. Further, the process-and-product-based CW assessment approach raised learners’ awareness of the value of the collaboration process, motivated students to be critical collaborators, and promoted regulated learning. Nevertheless, students expressed concerns that this assessment approach might bring pressure and disrupt idea negotiation. The findings can further our understanding of the role that assessment plays in computer-mediated CW tasks and shed new light on possible ways of implementing CW assessment practices that may facilitate learning and positive learner perceptions in L2 writing classrooms.
尽管许多研究表明计算机辅助合作写作在第二语言课堂中有很多益处, 但如何评价和评估合作写作却很少受到关注。本研究提出了一同时考虑写作结果和写作过程的对线上同步合作写作的评估方法, 并通过定性分析探讨了学习者对这一评估方法的态度以及在使用这一评估方法时对学习者合作互动的影响。通过对21组学习者合作写作时的在线合作对话, 修改历史记录, 任务后反思和访谈的分析, 本研究发现, 基于合作写作过程和结果的评估方法影响了学习者合作写作的互动模式以及同伴互动话语的数量和质量。此外, 学习者还报告了基于过程和结果的评估方法在计算机辅助合作写作中的多重优势, 包括提高公平性、促进更好的合作表现和提高写作质量。此外, 基于过程和结果的合作写作评估方法提高了学习者对合作写作过程价值的认知, 激励学生成为思辨的合作者, 并促进了学习者写作过程中自主调节学习。同时, 学习者也指出这种评估方法可能存在的问题, 例如, 可能给合作者带来压力或阻碍讨论的深度。总之, 该研究的结果可以进一步加深我们对写作测评在计算机辅合作写作任务中的作用的理解, 并为实施合作写作评估实践的可能方式提供新的视角, 这些实践可以促进二语写作学习和提高学习者的积极认知。.
