论外语教学评价体系的多元化  

On the Multi-assessment of Foreign Language Teaching and Learning

作　　者：薛荣[1] 杨小惠[1] 吴建成[1] 朱铭[1] 

机构地区：[1]江苏工业学院,江苏常州213016

出　　处：《长沙大学学报》2006年第4期128-130,共3页Journal of Changsha University

基　　金：江苏省教育厅教育教学研究课题"应用型人才培养模式下基础课的改革与实践"的子课题的阶段性成果。项目编号:苏高教[2005]27号

摘　　要：在我国的外语教学中,教学评价存在着评价形式单一、用终结性评价代替过程性评价、评价概念不清楚等诸多问题。随着外语教学理论的发展,外语教学评价体系的多元化必然逐渐取代传统单一的评价形式,这也是世界教学评价的一大趋势。外语教学评价的多元化包括:评价标准的多元化;评价对象的多元化;评价主体的多元化;评价方法的多元化以及评价形式的多元化。For a long time, language testing, as a tingle assessment method of foreign language teaching and learning, has been practiced in China＇ s colleges and universities. But with the development of educational measurement theories, it will inevitably be replaced by fire multi - assessment of language teaching and learning. Starting from the theoretical framework of education assessment and language testing, the essay discusses the relationship between teaching and evaluation and analyzes the existing problems of language assessment in China＇s college English teaching and learning.

关 键 词：教学评价 语言测试 教育测量学 后效作用 形成性评价 多元化 

分 类 号：G642[文化科学—高等教育学]