A Study On The Evaluation Of Pre-Service English Teachers' English Writing Ability Based On Rasch Model

In 2017,the new high school English curriculum standards were promulgated and implemented,which put forward higher requirements for teachers' professional literacy.The level of professional knowledge of English teachers will directly affect the design and implementation of English teaching,and their English writing ability plays a very important role in professional development.The research tasks are as follows: firstly,the measurement and evaluation tools based on Rasch model are developed and validated;secondly,the writing ability of pre-service English teachers(Tution-free pedagogical students)is evaluated based on the developed measurement evaluation tools.This paper consists of five chapters,each chapter is summarized as follows:The preface mainly discusses the origin and problems of the research,expounds the purpose and content of the research,and the theoretical and practical significance of the study.Literature review of the first chapter is the starting point of this paper.First of all,the related concepts(Pre-service English teacher,English writing ability,the structure of teachers' professional knowledgeare)are defined by combing and analyzing the relevant literature.Then,through the analysis of domestic and foreign literature,it is found that: there is little research on professional knowledge of English pre-service teachers in literature,and more emphasis is placed on qualitative research.Most scholars think that teachers' professional knowledge includes subject knowledge,teaching theory knowledge and subject teaching knowledge,and their writing ability is intended to examine their subject professional knowledge.The research on English writing teaching focuses on teaching strategies and teaching methods.Most of the research objects are on-the-job teachers and students,but the research on pre-service English teachers is less,so it is established as the research object.The research on the evaluation of English writing mainly focuses on the evaluation style,evaluation mode and so on.On the other hand,the evaluation of writing ability focuses on the methods and strategies of providing competence,and it is qualitative and lack of quantitative empirical support.The second chapter is the research design of this study.The researcher will elaborate the research ideas and framework,research methods,research objects,research tools and research process.The third chapter is the development and test of pre-service English teachers' English writing ability evaluation tool.This chapter is mainly divided into two parts:Based on Jacob's composition rating scale and research questions,one is to carry on the localization revision to the pre-service English teachers'(Tution-free pedagogical students)English writing ability appraisal scale,a measurement and evaluation tool composed of five dimensions: content,organization,language,grammar and technology is developed,and its level is divided.Through the test and exploratory factor analysis with SPSS 21.0,the evaluation factors of writing ability were renamed as "thought and expression","language use" and "writing norm".Through the analysis of Rasch model,the results of resolution and reliability show that the measurement tool can be used to evaluate the English writing ability of pre-service English teachers(Tution-free pedagogical students).It is further verified by the analysis of Wight chart.The fourth chapter is the analysis and evaluation of pre-service English teachers' English writing ability.The researcher makes a detailed analysis and evaluation from three aspects: the general characteristics,the dimension characteristics and the level characteristics of the pre-service English teachers'(Tution-free pedagogical students)English writing ability.The fifth chapter is the conclusion and suggestion of the research.This chapter mainly summarizes and analyzes the conclusions of this study,and finally the researcher will put forward valuable suggestions for the cultivation of writing skills in the future English teachers' subject and professional knowledge in key normal universities.