1

北京外国语大学网络教育学院 唐锦兰

现代测评技术在中学英语课堂上的应用

Applying Technology-enhanced Assessment in Secondary English Classrooms

2

Outline

1. Technology, Education and Assessment

2. Technology-enhanced Assessment

3. Automated English Writing Assessment

3

1. Technology, Education and Assessment

4

Are these pictures familiar to you or NOT……

Technology has become a part of our professional lives!

5

Technology and Education (1)

Knowledge and information is the basis of economic growth.

Those societies that successfully harness information technologies to the learning process will become the economic leaders of the 21st century.

6

第十九章 加快教育信息化进程 信息技术对教育发展具有革命性影响，必须予以高度重视。

把教育信息化纳入国家信息化发展整体战略，超前部署教育信息网络。到 2020 年，基本建成覆盖城乡各级各类学校的教育信息化体系，促进教育内容、教学手段和方法现代化。

强化信息技术应用。提高教师应用信息技术水平，更新教学观念，改进教学方法，提高教学效果。

鼓励学生利用信息手段主动学习、自主学习，增强运用信息技术分析解决问题能力。

Technology and Education (2)

国家中长期教育改革和发展规划纲要China National Educational Reform and Development Plan

（ 2010-2020 年）

7

When education hits the headlines, it is always ……

Chinese pupils top global education league table

http://www.bbc.co.uk/worldservice/news/2010/12/101208_china_education_wt_sl.shtml

The survey was carried out by the Programme for International Student Assessment (Pisa), which is part of the Organisation for Economic Co-operation and Development (OECD)

PISA focuses on young people’s ability to use their knowledge and skills to meet real-life challenges.

Three subjects are tested: Reading, Maths, and Science.

8

Recent trends: assessment for learning

There has been a renewed interest in recent years in examining the aspect of assessment that is directly linked with learning, that is, area of formative assessment.

Formative assessment has been deemed as a central element of learning for the feedback students receive will enable them to develop and extend themselves in ways that end-point assessment cannot.

9

What research reveals:

Research evidence has indicated that development of formative assessment is conducive to raising the standards of achievement.

Black, P. & Wiliam, D. (1998a) "Assessment and classroom learning." Assessment in Education, 5(1):7-74.

Black, P. & Wiliam, D. (1998b). Inside the black box: raising standards through classroom assessment. http://www.pdkintl.org/kappan/kbla9810.htm (17 January, 2005)

10

Research with students:

Research into student learning has consistently positioned assessment at the center of students’ thinking: how they use their time for study, what to focus, and what learning approaches to adopt.

In the light of these study results, assessment has been reconceptualized as the engine that drives and shapes learning, rather than an end-of-term event that grades and reports performance.

11

Pedagogical implications:

1. Assessment should be designed, first, to support worthwhile learning;

2. Aims and objectives = content =teaching and learning activities = assessment;

3. Explore technology potential in scaffolding and providing formative feedback to students to improve learning.

12

Technology and assessment (1)

Information and Communications Technologies (ICTs) now have the capacity to enhance learning and assessment in that they could provide new opportunities for sharing information, resources and expertise, as well as for networking with student peers and tutors.

13

Technology and assessment (2)

The online technology at the level of synchronous communication (e.g. audio and video e-conferences), asynchronous communication (e.g. forums) and online tests offers an invisible mechanism to support the type of scaffolded learning, the learning of linking formative assessment with summative grades.

14

2. Technology-enhanced Assessment

15

Questions:

1. What are the benefits of technology-enhanced assessment?

2. Have you ever used any types of technology-enhanced assessment?

16

Benefits of technology-enhanced assessment:

Teachers: Relieve burden of marking Obtain various reports Know strengths and weaknesses in teaching

……

Students: Immediate scoring and feedback once a response has been made. Online support such as tools, examples, tailor-made dictionaries. Various reports. Motivating Scaffolding learning……

17

Technology-enhanced assessment practices: an overview

Many standardized language proficiency tests, few achievement tests. However, the latter is attracting more attention for its contribution to learning.

Computer-based to Internet-based Combine learning with assessment, therefore the program is

both a learning resource, also an assessment tool. Online learning tools provided.

18

Technology-enhanced assessment practices: some examples

1. New Standard English Computer-based Testing System 外研社基础英语教育试题库系统a. An assessment resources bank

b. An efficient assistant to teachers in setting up exams and providing exam reports

2. IELTS online testing system

3. TOEFL-iBT course

19

外研社基础英语教育试题库系统－简介http://test.nse.cn/

试题库实现了出题、试题管理和组卷功能的一体化，支持生成 WORD 版试卷和在线测试，旨在减轻教师备课和出卷的工作负担。

库内以客观题为主，兼顾主观题型。 试题库还可兼容 MP3 、图片和视频等多媒体形式，充分体现英语学科

听、说、读等个性需求。 试题标注详尽：难度、年级等属性外，还添加了微技能、语法项目、话

题、文体。 题库数量：在初中阶段，系统内已收入各种试题 10,000 余道，近年中考

真题 80 多套。还持续更新和扩充。

20

试题库特点：http://test.nse.cn/

多种组卷模式。自动、手动 、模块组卷等。 试题筛选功能。难度范围、关键词、语法项目和题型。 “ 试题收藏夹”。随时收藏精华试题 , 查询到用户出过的所有试卷

，方便随时调用和修改。 数字化试题解析。 开放平台，共建共享 。 随时更新。

21

登录界面： 新标准英语网 http://www.nse.cn/

点击 “ NSE 题库系统” 进入http://test.nse.cn/

22

雅思在线测评系统IELTS online assessment system (1)

For the students:

It consists of practice part and assessment part.

In the practice part, students can choose whatever skills/ whatever themes/ whatever exercise types to practice.

System can record students’ performance each time and pace their learning.

Online immediate feedback and score report.

Motivating: students can view each others’ progress and feel peer pressure to improve.

23

雅思在线测评系统IELTS online assessment system (2)

For the teachers: They check students’ progress. They can find out the areas for improvement and offer

remedial teaching. They can trace each individual learner for their performance. They can trace students’ performances on each item.

24

Students can choose to practice….主题

题型

25

Students can get their performance reports….

考点考点详细

26

Teachers can know the group performance on each question….

正确率

27

Teachers can trace each student performance on each question……

正确 错误 被跳过

28

托福在线测评系统TOEFL Online Tests---An Overview

Simulate IBT-TOEFL in format and question types

A learning resource: exercises built around sub-skills of listening, reading, speaking and writing;

Innovative use of technology in item types

Online scoring

Automated Speaking Assessment

29

3. Automated English Writing Assessment

30

3.1 ( 英语 ) 写作教学的重要性？Importance of Teaching English Writing

at Secondary Schools

31

Writing – An Essential Skill for Native Speakers

According to the National Center for Education Studies and the National Assessment Governing Board in America:

Writing is an essential skill in order for students to understand, organize, and communicate their ideas.

To become good writers students need frequent practice and feedback.

In 2002, only 24%–31% of the students performed at or above the Proficient level on the NAEP writing assessment.

32

Writing – An Important Skill for Non-native speakers of English

With the advent of English as a global language, the ability to write well in English across diverse settings and for different audiences has become an imperative in second language education programmes throughout the world.

Yet the teaching of second language writing is often hindered by the great amount of time and skill needed to evaluate repeated drafts of student writing.

33

Writing in Zhongkao and Gaokao

An important component in Zhongkao and Gaokao

Zhongkao: Writing (25)+ Reading (44)

Gaokao: Writing (35) + Reading (40)

34

英语写作教学的重要性

有助于学生了解自己对知识和事物掌握的情况和程度 ;

能培养学生多方面的能力 :

独立思考能力 – 提高阅读能力 综合、分析、批判的能力 - 提高阅读能力 表达自己思想的能力 – 提高口语表述水平 使用工具书的能力 释义、改错的能力等

A. 对学生

35

英语写作教学的重要性

教师应该具备的基本能力之一 能够实现我们教学理想的课程 最能了解学生的思想和思想方法的一门课 便于教师因材施教、教书育人 要求教师有较高的语言水平 还要求教师有更多的奉献精神，更多的耐心、关心和爱心

对教师

36

3.2 英语写作教学中的挑战？Challenges of Teaching English Writing in

China

37

英语写作教学 – 最纠结 班级大 – 批改任务最繁重 主观评判 – 标准尺度最难以把握 过度关注语言质量 – 教师语言水平下降 篇章布局与结构 – 教学难度最大 指出的错误反复再犯– 提高慢 没有内容可写– 语言贫乏 ……

英语写作教学面临的挑战

38

3.3 中小学如何进行高效长效英语写作教学？How to Deliver

Efficient and Effective English Writing Classes

39

中小学如何进行高效长效英语写作教学？

名人言 “Reading maketh a full man; conference

a ready man; and writing an exact man.”

- Francis Bacon

英语作为外语的语言教学要求 … + sufficient input and output

40

有氧英语读写课堂有氧英语读写课堂

中小学英语课改解决方案

MOE Research Project

“基于现代信息技术的过程性评价工具应用研究”GFA097005 (2009-2012)

---- 基础教育阶段子课题 - 读写结合的课改方案

41

英语读写课程

核心：以读带写，以写促读，读写结合，增加学生的语言输入 课时安排： 每周一节课， 3-4 周完成一本读物和一篇文章写作教学任务 读物《新标准中小学分级英语读物》（ 60册）

《新标准英语分级有声读物》（ 12册） 测评工具 Writing Roadmap 在线英语写作测评系统

42

读物和写作测评系统：

43

教学任务 - 初中（ 7-9 年级）

每单元教学包括：完成一本书的阅读与讨论，一篇作文的书写和批改

三年共完成：

24 本读本的阅读 24 篇英文作文的写作

累计 12万字阅读量

课时安排 每学年完成 作文体裁

第一学年至

第三学年

每周一节课3周完成一单元

8 本读本8 篇作文

叙述文描述文说明文

1 、 能独立起草 150-200 字的短文短信；2 、 能使用常见的连接表示顺序和逻辑关系，语言应用基本正确；3 、 能根据提示起草和修改作文

44

教学任务 -高中（ 10-12 年级）

每单元教学包括：完成一本书的阅读与讨论，一篇作文的书写和批改

三年共完成

24 本读本的阅读 24 篇英文作文的写作

累计 17万字阅读量

课时安排 每学年完成 作文体裁

第一学年至

第三学年

每周一节课3周完成一个单元

8 本读本8 篇作文

叙述文描述文说明文议论文

1 、能写出 300-400 字左右常见体裁的短文，如报告或信函；2 、能填写有关个人情况的表格，如申请表、求职表；3 、能做简单的书面翻译并用词准确。

45

Project schedule

2009-2010 Project launch, design, case selection

2010-2011 Pilot, Training, Intervention

2011-2012 Data analysis and report writing

46

Research Objectives:

Investigate procedures and potential issues in the process of applying Automated Formative Assessment to China EFL;

Explore the impact of Automated Formative Assessment on English language teaching and learning at the primary, secondary and tertiary levels;

Examine relationship between formative and summative assessment.

47

3.4 中小学英语读写结合的教学效果如何？

Preliminary Findings from MOE Research Project

“基于现代信息技术的过程性评价工具应用研究”GFA097005 (2009-2012)

48

Study participants

中小学 2 Dalian Districts

(9 primary schools and 3 middle schools)

1 key high school in Beijing

大中院校 10 universities and colleges

49

Study participant list

University participants Hefei Normal University, Anhui 合肥师范学院 Beijing Jiao Tong University 北京交通大学 Beijing Foreign Studies University 北京外国语大学 Beijing Information Science and Technology University 北京信息科技大学 Luoyang Normal University, Henan 洛阳师范学院 Renmin University of China 中国人民大学 Southwest Petroleum University 西南石油大学 Yan Bian University, Ji Lin 延边大学 China Women‘s College, Beijing 中华女子学院 Beijing Agricultural Vocational College 北京农业职业学院

50

Study participant listBasic education

Dalian:

Dalian Xigang District 大连西岗区4 primary schools 4 所小学 :  红岩小学 实验小学 九三小学 香炉礁小学3 middle schools 3 所中学 : 西岗三十四中 西岗区六中 大连西岗中学

Dalian Kai Fa District 大连开发区5 primary schools 5 所小学 : 育才小学 红梅小学 童牛岭小学 得胜小学 松林小学

Beijing 北京 :

High School affiliated to Renmin University 人大附中

51

2010 Research Pilot Preliminary Findings

a. Student perceptions from the post experiment survey

b. Teacher observations

c. Writing score gain report

d. Issues for attention and implications

52

Finding #1: Students Keen on Practicing Writing in WRM

无论什么水平的学生，对该系统都非常感兴趣，他们喜欢在计算机上写作文的程度要多于在纸上写，有 30% 学生也有一点紧张心理，怕写错单词，怕表达错误，不过经过教师的正确引导，孩子写作过程越加从容。

学生对用该系统写作文十分感兴趣，英语基础不太好的学生都在积极踊跃地回忆自己学过的单词，积极地寻求老师和同学的帮助，他们希望能有自己的作品，并渴望看到系统给自己的最后评价。

学生对课堂的感受 : 总体来说，学生对这种网上写作非常接受，一些平时不喜欢写作文的孩子也表现出了极高的参与热情。 XXX ZXY

无论是对读本还是对这种初次接触的写作模式都表现出极大的好奇。尤其是对WRM 系统中的纠错系统更让同学们受益，在纠错过程中学习，乐此不疲。 XXX GY

Students (regardless of their language proficiency levels) showed strong interest in using WRM to write essays. Even those weak students were keen on using the system, they actively recalled the new words that they had learnt and sought teacher and students for help during the writing process. They were eager to have their essays shown in WRM and to learn the score and feedback provided by the system.

(Teacher A, ABC Primary School)

53

Finding #2: A Learning Opportunity for Teachers

作为教师，第一节在线写作课，我上得汗流浃背，因为学生平时接触电脑不多，对文字输入等不熟悉，对在线写作系统更是处于完全未知的状态，并且没有能力自己去了解，仅凭教师的讲解感到力不从心，实际操作中问题层出不穷：反复登陆失败、输入不规范、拼写错误、写作过程中死机以及作文提交后的 Narrative Feedback……在错误中我们不断摸索，不断认识并学会使用 tutor 、 tree 等功能键。　

随后，我在 5 月 25日进行了第二次在线写作练习，学生在线练习了一篇作文My favorite Season ，所有的同学都完成的很顺利，并且顺利提交，前次出现的一些问题，课堂上基本上都能解决，遇到的困难和第一次上课时遇到的基本相同。上课时同学们的神情坦然，不再紧张，我对在线写作充满了信心。

I sweated a lot in the first class with WRM. Not all the students were familiar with the computer, and some of them practically knew nothing about WRM. They experienced problems in logging into the system, writing conventions, etc. I used my limited knowledge explaining the system and the different tools available. We did much better in the second class. It’s good learning experience for us. (Teacher B, XYZ Primary School)

54

Finding #3: Student perceptions about WRMStudents tend to write more and better.

Students tend to revise more. 85% students liked to use WRM. 72% students maintained that they could write and revise more

after using WRM. Nearly 90% of students reported revising their essays in WRM

before submitting them to teachers; 37% students reported that they had revised five times or more in

the system. Nearly 80% held that feedback from WRM helped them revise their

essays.

55

初中生例文 - 大连某中学 -初一学生

My favourite thing

My favourite thing is a tea cup.

It is my favourite because this cup is nice to use.It's also very colourful and beautiful,it was bought in Singapore as a present,and my father give it to me.Now,my father is working in Singapore and he can't come back very often, so when I see this cup, I will remember my father ang read his love well.I know, even he is far from me,but his heart is with me.By the way, it is beautiful in the sun shine and it can make me happy when I am sad.So I love this cup very much. 

It can carry lots of water or tea or any other thing, so it's very big. It is as blue as the sky, and on the cup, it sits a gilr with long brown hair and two beautiful  big eyes,she sis on a big and round bubble and there is a lovely cat in her arm. it is white and has long tail, it has four black feet, ha, that just looks like that it wears four small shoes!!  The gilr on my cup can sing! That's true! And it sings beautiful!!

I'm not telling a lie! When I hold up the cup and drink, it always sing for me.The song is beautiful, and it can make me have less stressful, after I listen the song,  I think that the life is challenge.After listening to the song, I will know, even the life is full of ups and downs, but I must smile to the life.I love this cup, it is just like my father is staying with me, when it is singing, it's just like that my father is talking to me.I always clean it after I use it.I never use anything dirty to clean it, when I drink the water in it, the water is just like run to my heart. I like my cup very much and I'll never break it or throw it out, it is my cup forever.

56

高中生例文 - 高一学生 LOCAL BUSINESS MAN ARRESTED

By from

Sep.15th, 2010

Police have arrested local business man, Mr. Mario Bonetti and Town Councilor, Mr. Luca Pagani. Mr. Bonetti made an illegal business agreement with Mr. Pagani and burned his brother‘s farm in order to get that piece of land and make a lot of money by selling it.

Mr. Bonetti’s brother died this summer, leaving his son the inheritance of some farming land. His son, a young man called Roberto Bonetti, was going to keep the farm but his uncle, Mr. Mario Bonetti, wanted Roberto to sell it to him, because Mario had made a secret business agreement with Pagani that if Mario got that land, Pagani would help him turn it into building land. A big computer company was going to build their office building near the farm and, through the agreement, both Mario and Pagani could make a fortune.However, Mr Roberto Bonetti would not like to sell his farm to his uncle. To get the land, Mario set fire to the farm, which caused great damage and nearly killed Roberto. Roberto was lucky to survive, but, not having enough money to rebuild the farmhouse, he finally agreed to sell the farm. Fortunately, Roberto‘s girlfriend, Miss Conti, was accepted by the Architects’ Office of Town Planning Department in June and she found out the illegal plan Mario and Pagani had made. Miss Conti called the police and stopped Roberto from signing the contract.Mr. Bonetti used to be a successful business man and he owned the most expensive restaurant in town.“I didn‘t mean to kill my nephew and I didn’t really want to set fire...I shouldn‘t have made the business agreement with Pagani!...” said Mr. Bonetti when he was sent into the police car. His business company, Mr. Pagani, was nearly put into prison not long before. He got payment from a local business man who produced dangerous chemicals. Police are now searching for further proofs of his illegal business agreements with other business men.

Bonetti and Pagani will be in prison for more than 20 years. They committed the crimes not only of willful and malicious injury, but also of abuse of power. When we asked about his feeling toward that, Mr. Roberto Bonetti said, “I can’t believe it...I feel neither happy nor sad. I‘m too shocked to feel anything!”

57

Some statistics: 85% students liked writing using WRM.

I like using WRM to practice writing

26

55

3 3 8Strongly agree

Agree

I don't know

Disagree

Strongly disagree

58

72% students write more.

I write more after using WRM

20

52

610 7 Strongly agree

Agree

I don't know

Disagree

Strongly disagree

59

80% students feel more confident.

I feel more confident about my writing competence

28

52

11 4Strongly agree

Agree

Disagree

Strongly disagree

60

85% students felt that WRM

helped me to improve writing.

WRM helps to improve my writing skills

53

332

61Strongly agree

Agree

I don't know

Disagree

Strongly disagree

61

97% students revised their essays before submission.

How many times did you revise your essays in WRM before submission?

3

5127

14

Never

1-2 times

3-4 times

More than 5 times

62

68% students understand the score feedback.

I can understand the scores given by WRM

24

44

715

5Strongly agree

Agree

I don't know

Disagree

Strongly disagree

63

29% students do not think the scores are fair.

I think the scores given by WRM are fair

17

43618

11 Strongly agree

Agree

I don't know

Disagree

Strongly disagree

64

Finding #5: Change in Teacher’s

Role

Desirable outcome from using WRM in classroom sample teacher journal:

Change of classroom teaching mode, from lecture to discussion

Teacher role has changed from a deliverer and source of knowledge to a classroom tutor, facilitator, observer, consultant, and even a co-learner

Increase teacher-student interaction and collaboration, improve teacher-student relationship

Help teachers better understand students’ learning needs

Reduce teacher’s burden of grading essays

65

Finding #6: Enhance

Students’ 21C Learning skills

Desirable outcome documented from sample teacher journal: Students were extremely motivated to be in charge of their learning by

online writing Students role change: from passive listeners and homework doer to

independent researcher outside classroom, organizer in classroom group discussion, review and comment on each other’s writing, and presenter

Students receive feedback from WRM, students, teacher, and self-reflection from each writing assignment

66

Finding #7: University teachers were positive about WRM.

Assign 6 essays in 6 weeks, not possible without using WRM tool

Help teachers with grading and record keeping

Students build confidence in writing using WRM tool

Students do not feel losing face with computer scores.

Students pay attention to computer feedback more than to teacher feedback due to the desire to improve scores.

From XXX (2010)

67

68

分项 /作文 第一次 第二次 第三次 第四次 第五次 第六次 第七次 进步

思想内容 4.9 4.7 4.7 4.6 4.8 5.0 5.0 +0.1

组织结构 5.0 4.9 5.0 4.8 4.8 5.1 5.2 +0.2

文体 5.1 4.9 4.7 4.8 4.9 5.0 5.1 0.0

修辞 4.9 4.6 4.8 4.7 4.8 5.2 5.2 +0.3

语言流畅度 4.8 4.8 4.7 4.9 4.9 5.1 5.2 +0.4

语言基本功 5.0 4.5 4.9 5.0 4.7 5.2 5.2 +0.2

总分 5.1 4.8 4.7 4.9 5.0 5.1 5.3 +0.2

Student writing scores tracking -- example

69

Dalian Xi Gang Primary School

Dalian Xi Gang Hong Yan Primary SchoolPre and Post Holistic Mean Scores for Experimental and

Control Groups

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Experimental Control

Pre Holistic

Post Holistic

70

3.5 在线自动英语写作测评系统是如何准确评分的呢？How does AES Work?

71

在线自动英语写作测评系统

基于人类 50 年研究成果的人工智能英语写作评分系统 评分精准、稳定（标准化评价工具） 英语写作练习和教辅工具

72

What is Automated Essay Scoring?

Based on a sample of student writing, the system would Assign a numerical score to reflect overall quality of writing. Provide specific, diagnostic feedback to help student improve

writing along a number of key dimensions: Grammar, usage, spelling, capitalization, and punctuation Word choice Sentence structure Development and organization of ideas Domain specific content Writing style

73

在线英语写作评分系统评分准确吗？

下面 A 、 B 、 C 、 D 、 E是四位英语写作评分专家和一位电脑评分专家，你能够辨别出哪一位是电脑专家吗 ?

74

产品测试，引擎训练

专家和系统引擎评分的 167篇七年级描述性作文

Kappa 系数 完全吻合 吻合

Organization 0.85 56 97

Development 0.82 41 98

Sentence structure 0.84 56 96

Word choice 0.79 48 95

Mechanics 0.82 52 96

75

系统内英文作文题目

76

备考中考、高考、 TOEFL 、 IELTS 和 SAT

四种文体下五个级别的作文题目

小学 4-6 年级 初中 高中 大学 大学、研究生

中国学生对应年级

描述文记叙文说明文议论文

Gr.5-6

Gr.7-8

Gr.9-10

Gr.11-12

描述文记叙文说明文议论文

描述文记叙文说明文议论文

描述文记叙文说明文议论文

Gr.3-4

描述文记叙文

77

题目

引言

主体

结论

Writing Roadmap 在线英语写作评分系统

78

每一段都有自己的 Hint ，教师可以根据需要自己编辑 Hint 的内容。

79

作文评分报告

80

教师也可获得该系统生成的各种报告。以下是按照不同学生得分的比例图。依图所见， 69% 的学生作文成绩在良以上。有 30% 的学生写作还存在较大问题

Teacher report example

81

3.6 系统给老师提供哪些帮助？How it can help English teachers?

82

为教师减轻批改学生习作繁重负担 让教师有更多时间寻找、关注教学重点 熟悉标准化评价工具在教学中的应用 有助于教师职业素养提升 关注英语写作中的多维度要素

… …

对中小学英语教师提供哪些帮助？

83

参与教育部重点课题研究 选修课、校本课程课题研究 与初中、高中课本中的话题结合进行写作

… …

如何在中小学开展英语读写课程？

84

3.7 理解系统评分标准 Understanding Writing Rubrics

85

Writing Rubrics

Ideas and Content

Organization (structure and development of ideas)

Voice

Word choice

Fluency

Conventions

86

Essay topic: Brave or Shy

Essay mode: Narrative

Essay level: Gr.5-6

Essay prompt:

Are you brave or shy at all? Do you admire other’s courage if you are shy? Write a story about your brave or shy doings (when where who what why how). How to be braver?

Prompt #1

87

Student Response:                   

My Brave Deed 

 I made a brave decision and it changed my mind.

 I was shy when I studied in primary school.Why was I so shy?Because everyone in my class was so shy.So our classrooms were always so quiet.Even no one answered teacher's question in the class.Our teachers always felt embarrassed.They were too difficulty to lecture because everyone was in a boring learning environment.Our Chinese teacher once told us the answer to the question.But to my opinion that it was not exactly. But it was crazy to find out teacher's mistake to everyone."Put up your hand way up high.Don't be shy!"That's ok.

My teacher and classmates gave me a clap at last.Everyone shouldn't be shy.Show your opinion to others in a loud voice.Let's be a brave man!

Sample Essay 1: Grade 7 Junior-high School

88

Machine Scores of My Brave Deed

Holistic Score: 3.4 out of 5

Conventions: 3.3

Fluency: 3.3

Word Choice: 3.3

Voice: 3.3

Organization: 3.2

Ideas And Content: 3.9

89

A Live Demo of WRM

90

1. Browse NSE online testing bank and reflect on ways how it might help you with teaching and write up an action plan.

登录地址： http://test.nse.cn/

用户名 : beiwaiwangyuan

密码： 123456

试用期限 : 1 个月

Assignment

2. Experience Writing Roadmap and reflect how automated writing assessment can be used to enhance the teaching of English writing in your class and your research agenda.

WRM Demo:www.writingroadmap2.com

Student Login in

Site Code:  BS02-0006

User name: practice

Password: testing

Teacher Log in

Site Code: CU84-0001

User name: ctbuser11

Password: wrmteach

91

Thank very much!

Questions are welcome!