个人、经历和环境因素如何影响英语教师的评估观——一项叙事研究  

How Personal,Experiential,and Contextual Factors Mediate EFL Teachers’Conceptions of Assessment:A Narrative Study

作　　者：许悦婷 陈嘉雨 何莉怡 Yueting XU;Jiayu CHEN;Liyi HE(South China Normal University)

机构地区：[1]华南师范大学外文学院

出　　处：《Chinese Journal of Applied Linguistics》2023年第2期237-252,327,共17页中国应用语言学（英文）

基　　金：supported by the National Social Science Foundations (Grant No. 21BYY121)

摘　　要：已有研究表明教师的评估观受其个人特征、经历和特定的社会文化背景影响,但这些因素如何影响教师的评估观尚未得到充分研究。本研究基于48名中国高中英语教师的叙述框架数据,探究教师评估观及其影响因素。结果显示,教师普遍认同以促学为导向的评估目的;一系列因素对教师的评估观产生了不同程度的影响,包括个人因素(教师的主观能动性)、经历因素(教师对评估的[反]学徒式观察)以及环境因素(应试文化)。本文进而讨论了教师如何在促学导向的评估目的和问责导向的评估目的之间进行磋商与妥协,以及教师主观能动性、作为被评估者的情感体验和应试文化如何塑造教师评估观。研究对教师评估观研究以及教师评估素养政策、实践和专业发展具有重要启示。While prior research suggests that teachers’conceptions of assessment(CoA)are influenced by their personal characteristics,experiences,and specific sociocultural contexts,how these factors influence teachers’CoA is still underexplored.This narrative study explores what teachers’CoA are,as well as how influential factors mediate their CoA by drawing on data from narrative frames with 48 high school EFL teachers in China.Findings reveal that teachers commonly endorsed the improvement-oriented purpose of assessment.A range of factors is found to have exerted influences to different degrees on these conceptions,including personal factors(i.e.,teachers’agency in assessment),experiential factors[i.e.,(anti-)apprenticeship of observation about assessment],and contextual factors(i.e.,exam-oriented culture).These findings are discussed in terms of how teachers negotiate the improvement-and accountability-oriented purposes of assessment,as well as how teachers’CoA are shaped by teacher agency,emotional experiences as assessees,and the exam-oriented culture.This paper concludes with implications for research on teachers’CoA and policy,practice,and professional development of teacher assessment literacy.

关 键 词：教师评估观 影响因素 中国英语教师 叙事研究 

分 类 号：G633.41[文化科学—教育学]