国外语言评价素养理论框架综述  

A Review on the Theoretical Frameworks of Language Assessment Literacy Abroad

作　　者：周宗良 林敦来[2] Zhou Zongliang;Lin Dunlai(Shaanxi Zhashui Senior High School,Shangluo,Shaanxi,711400;School of Foreign Languages and Literature,Beijing Normal University,Beijing,100875)

机构地区：[1]陕西省柞水中学,陕西商洛711400 [2]北京师范大学外国语言文学学院,北京100875

出　　处：《考试研究》2025年第2期54-67,共14页Examinations Research

摘　　要：对国外相关语言评价素养理论框架进行综述。分析语言评价素养的源起、发展及概念,回顾国外10个语言评价素养理论框架,进行图示化分析。研究发现:语言评价素养理论框架具有相似性,呈现整体化、系统化、多维化和动态交互化等特征;框架多以语言教师为主体,鲜有涉及其他利益相关群体;框架主要是基于利益相关群体、教学评领域相关文献和研究者经验所做出的推演模型,尚需促学视角的过程性研究;框架的多样性丰富了语言评价素养研究,但也对非专业群体提出了挑战。据此提出,建构语言评价素养理论框架既要关照各利益相关群体的自身特点,又要依据实际情境进行动态交互整合,以助力语言评价素养研究的进一步深入,让语言测评领域更广泛的利益相关群体从中获益。This paper summarizes the theoretical frameworks of language assessment literacy abroad.After analyzing the origin and development of language assessment literacy and its definition abroad,the paper reviews ten theoretical frameworks of language assessment literacy and makes a graphic analysis.It is found that they are similar to some extent,and characterized by integration,systematization,multi-dimension and dynamic interaction.Most research objects of the frameworks are language teachers,and few involve other stakeholders.The frameworks are mainly based on the deduction model made by stakeholders,literature in related fields of teaching,learning and assessing processes as well as researchers’experience.However,they also lack the procedural study from the perspective of promoting learning.The diversity of frameworks enriches the research,but also challenges non-professional groups.The present paper argues that the construction of a theoretical framework of language assessment literacy should not only focus on the characteristics of various stakeholders,but also carry out dynamic interactive integration according to the context,so as to conduct further research and benefit a wider range of stakeholders in the field of language testing and assessment.

关 键 词：语言评价素养 理论框架 语言测评 

分 类 号：G424.74[文化科学—课程与教学论]