外语形成性评估的效度验证框架  

A validation framework for formative assessment in EFL teaching

作　　者：李清华[1] 孔文[2] 

机构地区：[1]南方医科大学 [2]常州大学

出　　处：《外语教学理论与实践》2015年第1期24-31,95,共8页Foreign Language Learning Theory And Practice

基　　金：教育部2010年度一般项目"外语写作教学中的动态评估模型构建及其实证研究"(10YJC740055);2013年广东省高等教育教学改革重点项目"英语专业基础阶段读写课程优化改革与实践"的阶段性成果

摘　　要：本文基于国外学者对形成性评估效度和信度理论的研究,提出适用于形成性评估的效度验证框架。本框架采用Messick(1989)的"整体效度观",把形成性评估的效度界定为,评估结果的解释和使用是否和在多大程度上真正促进了学生学习的进步?效度验证应当从评估的构念、任务、过程、结果的解释和使用、后果和课堂环境等方面收集证据。参照Bachman&Palmer(2010)的AUA模式,本框架明确了效度验证所要回答的问题及其研究方法。The present paper proposes a validation framework to assess the quality of formative assessment( FA) on the basis of studies of FA validity and reliability. Following Messick's( 1989) 'unified view of validity',the framework argues for the key role of social-cultural context and the specific classroom context in which the teaching and assessing stages of assessment system works. Validity of FA indicates whether and to what extent the interpretation and use of FA results facilitate students' learning. Evidence to verify FA is supposed to cover construct,task,process,interpretation as well as use of assessment results,consequence and classroom context. Based on AUA framework of Bachman and Palmer( 2010),the main questions needed to answer and the ways to collect evidence in validating FA are discussed in detail.

关 键 词：形成性评估 效度验证框架 效度 外语教学 

分 类 号：H09[语言文字—语言学]