本研究采用混合研究方法,探讨小组活动中的个人贡献评价的必要性与可行性问题。某高校109名大一学生及其任课教师参与了本研究。研究发现,考虑了个人贡献的个人分数与小组统一分数在小组演讲和小组戏剧任务上均存在显著差异,且个人戏剧分数能有效区分高中低三种水平的英语学习者。师生对个人分数认同较高,但对如何评估个人贡献也提出了相关建议。文章围绕个人分数如何促进课堂评估信效度及公平性等问题展开讨论,并反思与解读了师生对个人分数的看法。文末指出了评价小组活动中个人贡献的必要性,并提出相关的可行性建议。 This study uses a hybrid approach to explore the necessity and feasibility of personal contribution evaluation in group activities. A college 109 freshmen and their teachers participated in this study. The study found that individual scores that took into account personal contributions were significantly different from group unified scores in group presentations and group drama assignments, and that individual drama scores were effective in distinguishing between high and low levels of English learners. Students and students agree on personal scores higher, but also put forward relevant suggestions on how to evaluate personal contributions. The article discusses how personal scores promote the validity and fairness of classroom assessment, and reflects upon and interprets the views of teachers and students on individual scores. At the end of the article, it points out the necessity of evaluating individual contributions in the group activities and puts forward relevant feasibility suggestions.