Primary School Chinese Reading Ability Evaluation Based On The Negotiated Learner Model

Currently,the evaluation of Chinese reading ability mainly focuses on the result assessment,neglecting the evaluation of students’ behavior,methods and strategies in the process of reading assessment,learners are also lack of reflection and make up for insufficient after their reading ability evaluation.In view of the advantages of the negotiated learner model,it promotes metacognitive activities such as reflection,planning and self-monitoring,while improving the accuracy of learner models.Therefore,this study hopes to provide learning reflection opportunities for learners’reading assessment through negotiated learner model.We collect more behavioral data in the negotiation process,in order to make a more comprehensive description and evaluation of learners’ reading ability from the perspective of behavior and strategy,the main contents of this study are as follows:1.This thesis makes a comprehensive review of the Chinese reading ability evaluation and negotiated learner model,and then summarizes the research content and constructs the negotiated learner model for reading ability.Based on this model,the evaluation system of primary Chinese reading ability is designed and developed.2.We analyze the difference of learners,learning behavior from three dimensions of different achievements,genders and Self-regulated learning ability by behavior sequence analysis.The results showed that learners with high and low achievement were more likely to use task-perception strategy,and they will browse much articles and think about the difficulty or the interest of tasks;The low achievement learners have the behavior of early handing in and are not serious enough;Students with high achievement,female students and middle self-regulated learners will have marking behavior and have the intention of checking and revising.3.We analyze the difference of learners’ negotiating activities from three dimensions of different achievements,genders and Self-regulated learning ability by statistical analysis.The results show that the middle achievement learners will have more requests for evidence in the negotiation process,which may be caused by the gap between the test-evaluation result and self-cognition.There is no significant difference in gender dimension.Learners with high self-regulated learning ability have more compromise behaviors than middle or low ability in negotiation process.4.We compare and analyze learners’ self-evaluation and test-evaluation results,the results show that most learners will overestimate themselves,but high achievement learners tend to underestimate themselves,while low achievement learners generally overestimate themselves.Among the reasons given by the learner during the negotiation,the internal attribution reason is nearly five times that of the external attribution,and it helps to conduct self-regulated learning activities for learners.