大学英语学业测评困境与 教师评价素养提升路径——以某应用型本科院校为例  

The dilemma of college English achievement assessment and the improvement path of teachers assessment literacy—A case study of an application-oriented university

作　　者：时春燕[1] 董曼霞 SHI Chunyan;DONG Manxia

机构地区：[1]河南城建学院文管校区外国语学院,河南平顶山467036 [2]四川外国语大学商务英语学院,重庆400031

出　　处：《外语测试与教学》2022年第1期34-43,共10页Foreign Language Testing and Teaching

基　　金：河南省高校人文社会科学研究项目资助“创新人才培养背景下应用型高校大学英语测评体系研究”(2020-ZZJH-059)。

摘　　要：《深化新时代教育评价改革总体方案》等文件的颁布对大学英语学业测试与评价提出了更高的要求。基于“针对不同类型教育特点,改进结果评价,强化过程评价”,“改革学生评价,严格学业标准”的重点任务,本文以一线教师的视角,从平时的教研活动记录和教师的焦点访谈出发,结合2019—2021学年学业期末考试试题,对某应用型高校大学英语学业测评所处的困境进行分析并探讨提升教师评价素养的路径。研究发现,大学英语学业测评的困境主要包括试题命制较为随意、主观题评分信度难以保障、教师对学习评价的认知观念模糊且标准不一致。文章尝试提出完善英语学业测评设计命制、评价方式和结果分析使用等质量监控路径,促使教师测评观念转换和能力提升,旨在建立均衡、科学的校级大学英语学业测评体系。The General Plan for Deepening Educational Evaluation Reform in the New Era puts forward higher requirements for college English achievement assessment.Based on the requirements of“improving result evaluation and strengthening process evaluation according to the characteristics of different types of education”and“reforming student assessment and rigorous academic standards”,this article analyzes college English achievement assessment dilemma in relation to teachers assessment literacy in an application-oriented university from the records of teaching and research activities and focus interviews with teachers.Research shows that the test items of college English achievement assessment are arbitrarily designed,the reliability of subjective scoring is difficult to guarantee,which reflects teachers vague and inconsistent conception of English assessment.The paper puts forward possible ways to improve quality monitoring of college English achievement assessment concerning test item design,assessment methods,data analysis and use etc.,in order to raise teachers awareness and skills of assessment,and to establish a balanced and scientific college English assessment system at school level.

关 键 词：大学英语 学业测评 教师评价素养 提升路径 

分 类 号：H319[语言文字—英语]