诊断性语言测评与教师决策及英语教师评价素养——以基础教育阶段为例  

Special Column for the Decennial of FLTT Diagnostic assessment,teachers decision-making and English language teacher assessment literacy—A case from basic education

作　　者：武尊民[1] WU Zunmin

机构地区：[1]北京师范大学外国语言文学学院,北京100875

出　　处：《外语测试与教学》2021年第4期1-8,21,共9页Foreign Language Testing and Teaching

摘　　要：诊断性语言测评可以为基础教育阶段英语教学质量提升做出重要贡献。用好诊断性测评的反馈信息可以使教学决策合理恰当,有的放矢地服务于学生的学习需求。英语教师评价素养水平影响到这些教学决策的有效性。本文提出,在提供培训、课程教学之外,基于课题研究的教师评价素养提升模式提供了一个有价值的模式。Diagnostic language assessment can contribute to the improvement of English language teaching in basic education.Feedback information from the diagnostic assessment can inform sound teacher decision-making and meet students'learning needs when used properly.However,the level of teachers'assessment literacy can affect the effectiveness of their decision-making.This paper proposes that besides the usual methods used for enhancing teacher assessment literacy such as training sessions or course work,project-based promotion of teacher assessment literacy provides a rather valuable model.

关 键 词：诊断性语言测评 教师决策 语言评价素养 基于课题的教师学习 

分 类 号：H319[语言文字—英语]