发展教师课堂形成性评估素养——以一位中学英语教师为例  

Developing Classroom-Based Formative Assessment Literacy:An EFL Teacher’s Journey

作　　者：李加义 顾永琦[1] Jiayi LI;Yongqi GU(Victoria University of Wellington,New Zealand)

机构地区：[1][新西兰]惠灵顿维多利亚大学

出　　处：《Chinese Journal of Applied Linguistics》2023年第2期198-218,326,327,共23页中国应用语言学（英文）

摘　　要：自从Black和Wiliam(1998)发表了极具影响力的研究综述,形成性评估在教育改革中愈发受到重视。21世纪初,中国颁布的英语课程标准明确指出教师应在课堂开展形成性评估。教师评估素养的缺乏制约了课堂形成性评估的开展。本研究设计并实施了为期12周的教师课堂形成性评估素养提升项目,旨在帮助五位中学英语教师提高形成性评估知识、信念和实践水平。项目以合作行动研究的形式开展,研究者与教师组成了实践共同体,以实现持续专业发展。本文以一位教师为例,介绍其课堂形成性评估素养的提高。作者使用NVivo 12对课堂录像和访谈进行转录和编码。基线数据表明,该教师缺乏开展形成性评估所需的知识、信念和实践方法,尤其缺乏明确的教学目标。此外,其评估目标并非提高学生核心素养,而课标明确要求高中英语课程目标是培养和发展学生的学科核心素养。项目结束时,该教师的形成性评估知识、信念和实践方法均得到显著提升;在课堂形成性评估实践方面,其课堂教、学、评的目标设定与学生核心素养的培养紧密结合,实现更多形成性评估闭环,帮助学生达到学习目标。这些发现为教师提高形成性评估素养提供了令人鼓舞的支持,也证明教师在持续专业发展框架内提高评估素养的可行性。Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam’s(1998)highly influential review article.In China,formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades.A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers.A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based formative assessment literacy.The program took the form of collaborative action research in which a researcher joined the teachers to form a community of practice for continuing professional development.This paper focuses on one teacher’s growth in assessment literacy for classroom-based formative assessment.Classroom video recordings and interviews were transcribed and coded using NVivo 12.Baseline data indicated that the teacher lacked the knowledge and beliefs needed to conduct formative assessment.She did not have clear targets for teaching,learning and assessment;and she did not make any targets clear to her students.In addition,the teacher’s assessment practices did not aim to improve student subject core competencies as stipulated in the senior secondary English language curriculum.By the end of the program,the teacher’s knowledge,beliefs and practices in formative assessment were significantly enhanced.In particular,her goal setting for classroom teaching,learning and assessment was intentionally aligned with the development of subject core competencies.More cycles of formative assessment practices were found to help students close the learning gaps and achieve their learning goals.These findings lend encouraging support to the feasibility of teachers developing formative assessment literacy within a continuing professional development framework.

关 键 词：评估素养 形成性评估 教师学习 持续专业发展 合作行动研究 

分 类 号：G633.41[文化科学—教育学]