# Peer assessment - 科目：雅思听力真题（Part 3） - 考频：中频 - 最近考试：2021.12.30 - 题目数：10 - 来源页：https://www.yaquan.site/paper/242fe4e6-3881-403d-9c9c-86d5603bbbee（在线机考练习与音频请访问该页面） - 数据更新：2026-10-29 ## 题目原文 00:00:01,780 Now turn to section three on page five. 00:00:07,400 Section three. 00:00:09,420 You will hear two students called Sally and Steve discussing Sally's project on peer assessment, a system where students mark each other's work. First, you have some time to look at questions twenty-one to twenty-four on page five. 00:00:56,940 Now listen carefully and answer questions twenty-one to twenty-four. 00:01:04,640 I can't believe you're still in the library, Sally. You've been here all day. Are you still working on your peer assessment project? 00:01:12,260 Hi, Steve. Yes, I'm still here, and I'm nowhere near finished. 00:01:16,880 Mm. 00:01:16,920 I'm still processing the reading I've done on peer assessment. I'm interested to see if students marking each other's work is beneficial. I know a lot of the other students are pretty skeptical about its value as a way of assessing their performance. They think the tutors are in favor of it because they don't have to spend so long marking. 00:01:37,190 Mm. 00:01:37,200 But I disagree. I think we can learn a great deal from it. 00:01:40,860 Yes. I can see one advantage being that it saves time spent going over things in class. 00:01:46,860 Well, initially, it doesn't seem to work that way, and it can be quite a time-consuming business because sometimes things have to be marked again if the tutor thinks the student's assessments aren't reliable. The real gain is the fact that the students learn to stand back and assess their own assignments objectively because they're much more familiar with the marking system. 00:02:09,520 Yes, I can see that. It gives them an opportunity to reflect on their own performance. And how do they feel about having another student mark their work? Is that good for rapport? 00:02:21,160 In some cases, yes. In some cases, no. 00:02:24,420 Mm. 00:02:25,180 I think more research is needed to answer that question. 00:02:28,580 What happens if a tutor notices that the marks for a particular assignment seem wrong? Should the students mark them again? 00:02:36,200 That might not make any difference. So in that case, the tutor would have to remark all those assignments and then go through the marking criteria really carefully with the students on the next assignment with some sample answers. 00:02:49,580 Right. 00:02:50,620 I've been reading about a research project on peer assessment. The researchers invited a group of students from two different universities to attend a one-day conference. They also invited some university lecturers to attend. Each student gave a short presentation on a project of their choice. Each of these presentations was assessed individually by all the participants, both students and lecturers. To support their marking, they used a set of assessment guidelines that had been prepared the day before by a random selection of students. 00:03:28,920 Before you hear the rest of the discussion, you have some time to look at questions twenty-five to thirty on page six. 00:03:48,060 Now listen and answer questions twenty-five to thirty. 00:03:55,420 So were the student markers reliable? 00:03:58,500 Well, comparisons were made between certain categories of student markers and the group as a whole, including the lecturers. The findings showed that there were some variations in the way different groups marked. Gender did come into play, for example. 00:04:14,360 I expect the male students were more generous when marking female presenters, were they? 00:04:19,780 Quite the reverse, actually. 00:04:21,589 Mm. 00:04:21,620 They were harder on the female presenters than on the males, which wasn't what I'd expected either. 00:04:27,270 Mm. Did female students show any bias towards male presenters? 00:04:31,500 Interestingly not. 00:04:33,240 So does that suggest women are fairer and more reliable markers than men? 00:04:37,900 Well, I wouldn't go that far. It's only a small sample. But significantly, the results showed that when women marked other women, this didn't affect the grades they gave. 00:04:49,000 Mm. What about age? Were you able to come to any conclusions about that? 00:04:54,400 Yes, because we had some mature students presenting, and we found the marks awarded to them by their younger peers were rather more generous. 00:05:03,040 Oh, I wonder why that is. 00:05:05,800 Now, you said there were groups of students from two universities. Did they tend to favor students making presentations from their own universities? 00:05:15,080 It didn't seem to influence marking one way or the other, which is quite encouraging. We've been interested to see if students' personal relationships affected their objectivity. One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme. They were actually the toughest markers of all, marking consistently below the tutors. 00:05:37,820 Really? Well, it sounds as if it's generated lots of useful data. I expect you'll be here for day... 00:05:46,980 That is the end of section three. You now have half a minute to check your answers. ## 题目与答案 ### 21. 21 Sally says many students see peer assessment as 21 Sally says many students see peer assessment as - a way for tutors to save time - a useful learning tool - a valuable from of assessment **答案**：a way for tutors to save time 原文定位：I know a lot of the other students are pretty skeptical about its value as a way of assessing their performance. They think the tutors are in favor of it because they don't have to spend so long marking 同义替换：「many」↔「a lot of」；「save time」↔「don't have to spend so long marking」 ### 22. 22 What do Steve and Sally agree is an advantage of peer 22 What do Steve and Sally agree is an advantage of peer - It is more reliable than self-assessment - It is increases students` self-awareness - It builds rapport between students **答案**：It is increases students` self-awareness 原文定位：The real gain is the fact that the students learn to stand back and assess their own assignments objectively because they're much more familiar with the marking system;It gives them an opportunity to reflect on their own performance 同义替换：「advantage」↔「real gain」；「increases students' self-awareness」↔「reflect on their own performance」 ### 23. 23 If the peer assessment marks seem incorrect 23 If the peer assessment marks seem incorrect - students should mark the assignments again - the tutor should check those assignments - the marking criteria should be rewritten **答案**：the tutor should check those assignments 原文定位：What happens if a tutor notices that the marks for a particular assignment seem wrong;the tutor would have to remark all those assignments 同义替换：「incorrect」↔「wrong」；「check」↔「remark」 ### 24. 24 How were presentations in the research project marked? 24 How were presentations in the research project marked? - Students and lecturers marked all the presentations - Students chose which presentations they wanted to mark - Lecturers marked a selection of presentations **答案**：Students and lecturers marked all the presentations 原文定位：Each of these presentations was assessed individually by all the participants, both students and lecturers 同义替换：「marked」↔「assessed」 ### 25. male students making female presenters male students making female presenters - they gave higher marks - they gave lower marks - their marks were not significantly different **答案**：they gave higher marks 原文定位：I expect the male students were more generous when marking female presenters, were they;Quite the reverse, actually. They were harder on the female presenters than on the males 同义替换：「generous」↔「higher」；「harder on」↔「lower」 ### 26. female students marking male presenters female students marking male presenters - they gave higher marks - they gave lower marks - their marks were not significantly different **答案**：their marks were not significantly different 原文定位：Did female students show any bias towards male presenters;Interestingly not 同义替换：「significantly different」↔「bias」 ### 27. female students marking female presenters female students marking female presenters - they gave higher marks - they gave lower marks - their marks were not significantly different **答案**：their marks were not significantly different 原文定位：The results showed that when women marked other women, this didn't affect the grades they gave 同义替换：「female」↔「women」；「not significantly different」↔「didn't affect the grades」 ### 28. younger students marking older presenters younger students marking older presenters - they gave higher marks - they gave lower marks - their marks were not significantly different **答案**：they gave lower marks 原文定位：we found the marks awarded to them by their younger peers were rather more generous 同义替换：「students」↔「peers」；「older presenters」↔「mature students」；「gave lower marks」↔「more generous」 ### 29. students marking presenters from a different university students marking presenters from a different university - they gave higher marks - they gave lower marks - their marks were not significantly different **答案**：they gave higher marks 原文定位：Did they tend to favor students making presentations from their own universities;It didn't seem to influence marking one way or the other 同义替换：「not significantly different」↔「didn't influence marking one way or the other」 ### 30. students who had helped set criteria students who had helped set criteria - they gave higher marks - they gave lower marks - their marks were not significantly different **答案**：they gave higher marks 原文定位：One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme. They were actually the toughest markers of all, marking consistently below the tutors 同义替换：「set」↔「devise」；「gave higher marks」↔「toughest markers」 --- 以上内容由鸭圈雅思真题库（www.yaquan.site）提供，收录近期雅思考试真题回忆，支持在线机考模式免费练习。