发展基于课堂的形成性评估素养  

Developing Assessment Literacy for Classroom-Based Formative Assessment

作　　者：顾永琦[1] 林志强 Yongqi GU;Ricky LAM(Victoria University of Wellington,New Zealand;Hong Kong Baptist University,China)

机构地区：[1][新西兰]惠灵顿维多利亚大学 [2]香港浸会大学,中国

出　　处：《Chinese Journal of Applied Linguistics》2023年第2期155-161,326,共8页中国应用语言学（英文）

摘　　要：目前,形成性评估用于改善教与学、提高教育质量的功能日益得到认可,已被写入政策文件和课程标准,并纳入教师教育计划。但就教师而言,在课堂上系统地实施形成性评估仍然是一项艰巨任务,因此,如何提高教师的形成性评估素养成为大家共同关心的问题。本文是本期特刊的介绍,首先,通过强调形成性评估素养所涉及的主要问题对本期特刊的定位及其涵盖范围进行介绍;其次,简要介绍收录于本期特刊的十篇文章。笔者希望本期特刊能够对促进教师形成性评估素养的理解及其发展起到抛砖引玉的作用。Formative assessment(FA)has been increasingly recognised as a powerful tool to improve teaching and learning,and thereby increase educational effectiveness.As such,FA has been written into government directives and curriculum standards;and incorporated into teacher education programmes.At the classroom level,however,teachers have found FA a formidable task that is difficult to implement.This has been attributed to the teacher’s lack of assessment literacy,among other reasons.In this guest-editor introduction,we frame the special issue and its scope by highlighting the main issues involved.We then briefly introduce the 10 articles which we believe,taken together,advance our understanding of teacher formative assessment literacy and its development.

关 键 词：形成性评估 教师评估素养 教师教育 

分 类 号：G451[文化科学—教育学]