新时代教育评价观下基于U校园的大学英语多元促学评测模式建构、应用及后效研究  

Construction,application and impacts:Developing a LOA-based assessment framework on U-campus for learning with reform of educational evaluation in New Era

作　　者：何娜 姜爱贞 He Na;Jiang Aizhen(School of Foreign Languages,Kashi University,Kashi 844000,China)

机构地区：[1]喀什大学外国语学院,新疆喀什844000

出　　处：《六盘水师范学院学报》2021年第6期98-108,共11页Journal of Liupanshui Normal University

基　　金：2020年度第十批中国外语教育基金项目“基于U校园的大学英语课程多元考核评价模式构建与实证研究”(ZGWYJYJJ10B039)的阶段性成果;2019年度喀什大学校级课题“大学英语课程考核方式改革研究”(KJCY1903)阶段性成果。

摘　　要：以新时代教育改革评价观为观照,立足某高校办学定位及学生培养目标,以“促学评价”(LOA)为理论框架,建构“基于U校园的多元促学评测模式”,在2020级非英语专业班级开展16个教学周的准实验应用研究,运用定量及访谈定性方法探究其促学成效和反拨效应。研究结果表明:该教学评测模式下,学生较好地转变了被动的学习构念,学习认知及调控策略得以有效发展,英语综合、单项微技能水平产生了显著性正向变化,学习成效得到切实提高,教学评价的促学和补救成效更加精准、全面和富有成效。研究结果也为当前大学英语教学评测领域更广泛探索有机教学生态系统和师生共同体的建构提供范式参考。This study proposed an integrative assessment framework based on LOA and supported by U-Campus,which was empirically implemented in the 16-week quasi-experimental teaching of Class 2020.Qualitative data of students’interview and quantitative data of pre-test post-test scores were analyzed for investigating effects and washback of the framework in instruction.The results show that students’beliefs,perceptions and attitudes have been greatly affected and learning outcomes of the experimental group,being total scores and individual attributes were significantly improved after the application and remediation of the assessment framework.Results indicate the LOA-based mode is more effective for learning and providing more precise and comprehensive remediation.The results also provide a practical mode for application and use of the framework in the classroom,as well as acting as guidance for constructing learning ecosystem and teacher-student community of instruction.

关 键 词：新时代教育评价改革 大学英语教学 U校园 促学评价模式 应用后效 

分 类 号：G642.0[文化科学—高等教育学]