198 / 2018-08-15 11:44:03

A Narrative Inquiry of College English Teachers’ Language Assessment Literacy

narrative inquiry; language literacy assessment; assessment knowledge and practice

全体主题 > 教师测评素养

A Narrative Inquiry of College English Teachers’ Language Assessment Literacy

Abstract: Assessment literacy remains an essential part of the education process. With the shift of assessment paradigm and the whole language approach, language assessment literacy has become one of the hot issues in the field of language teaching in recent years. In the study, the author applies the methodology of narrative inquiry to make a case study into two college English teachers, aiming to explore into their assessment knowledge and practice as well as their relationship. The author finds out that teachers’ assessment practice is built upon their cognitive process and practical knowledge and that there exists direct alignment and contradiction between their assessment knowledge and practice. Therefore, it is of highly importance for college English teachers to strengthen their theoretical bases and to conduct self-reflective teaching.
Key words: narrative inquiry; language literacy assessment; assessment knowledge and practice
摘要：教师评估素养是教师教育教学能力的重要组成部分。近年来，随着评估范式的转变及整体语言观的影响，语言教师评估素养问题逐渐成为语言教育领域的研究热点。本文通过对两名大学英语教师的案例分析，探究了个体教师如何理解和阐释评估素养并实践评估行为。叙事作为一种关键方法渗透在本研究之中。研究结果发现，可观察教师的评估行为受其内在的实践知识和认知过程的制约，其评估知识与评估实践既存在一致性又存在矛盾之处。因此，教师评估素养的发展不仅需要理论知识的学习，而应在已有的理论基础上对评估实践中所出现的问题进行自我反思。
关键词： 叙事探究；语言评估素养；评估知识与实践