外语教师课堂评价素养与实践:基于大学英语教学比赛参赛教案的文本分析  

EFL teachers’ classroom assessment literacy and practice——A text analysis of lesson plans in a national college English teaching contest

作　　者：耿峰[1] 于书林[2] GENG Feng;YU Shulin(School of Foreign Languages,Civil Aviation University of China,Tianjin 300300,China;Faculty of Education,University of Macao,Taipa,Macao,China)

机构地区：[1]中国民航大学外国语学院,天津市300300 [2]澳门大学教育学院,中国澳门氹仔

出　　处：《外语教学与研究》2021年第2期238-250,320,共14页Foreign Language Teaching and Research

摘　　要：本研究运用社会文化理论视角下的教师评价素养框架,基于某全国性大学英语教学比赛56支教学团队参赛教案的文本分析,探讨教师如何策划和实施课堂评价活动以及教师评价素养存在的问题。结果显示,参赛教师在教学设计中展示了完善的语言评价知识,能根据教学目标设计并使用多元评价方式,检验学生的学习成效。但评价活动的操作标准不清晰,在提高评价结果的效度和如何将评价结果运用于教学活动等方面还存在不足。本研究对提高英语教师评价素养、促进大学英语教学质量有积极启示。Informed by the sociocultural theoretical framework of teacher assessment literacy, this study examined how EFL teachers implemented classroom-based assessment using lesson plans from 56 teams in a National College English Teaching Contest and investigated the problems with the teacher assessment literacy shown in the lesson plans. Results indicate that EFL teachers could use their knowledge of language assessment in designing and implementing diversified activities to assess students’ learning outcome. The study also identified several limitations such as underdeveloped assessment criteria, low validity, and limited application of assessment results in classroom teaching. This study concludes with implications for future development of teacher assessment literacy in EFL teaching.

关 键 词：语言评价素养 大学英语教师 教学比赛 教案 

分 类 号：H314.3[语言文字—英语]