“看”如何测?  

How to Assess“Viewing”?

作　　者：罗凯洲[1] 张雯 LUO Kaizhou;ZHANG Wen

机构地区：[1]北京外国语大学 [2]中国人民大学附属中学朝阳学校

出　　处：《基础外语教育》2022年第4期44-50,109,110,共9页Basic Foreign Language Education

基　　金：北京社科基金项目“基于北京招考改革新方案的高考英语听说测试设计与效度论证”(编号:16YYB016)的阶段性研究成果;北京高校高精尖学科“外语教育学”(编号:2020SYLZD)资助。

摘　　要：语言教育领域愈发重视“看”的教与学。然而,如何合理测量“看”,学界鲜有深入讨论。本文从语言测试学科角度,剖析了与“看”的测量相关的核心议题。首先,从语言测试的特质、行为与融合三个视角分析了如何界定“看”这一构念;其次,从备选项、输入材料以及任务情境三方面梳理了当下与“看”有关的测试任务设计;最后,对亟待解决的测试问题提出了建议,包括谨慎声明所考内容、合理设计测试任务以及重视效度验证研究。Teaching and learning“viewing”has recently gotten increasing attention in language education.However,there is little in-depth discussion on how to assess“viewing.”This article aimed to analyze the core assessment issues of“viewing.”It first compared the three potential approaches to defining the“viewing”construct from trait,performance,and hybrid perspectives.Then it analyzed the three roles that“viewing”could play in the task design,including as the option,as the input and as part of the context.Finally,it proposed some suggestions for assessment of“viewing,”including careful statement of the construct defined,appropriate design of test tasks,and carrying out the systematic validation studies.

关 键 词：构念界定 任务设计 效度验证 

分 类 号：G623.31[文化科学—教育学]