254 / 2018-08-31 11:33:50

我国外语教师评价行为的现状与思考The Current Situation and Reflection of Foreign Language Teachers’ Assessment Practice in China

assessment practice; foreign language teachers; current situation; reflection

全体主题 > 与语言测试与评价相关的其他议题

评价行为指日常教学中，教师为了收集、分析、解释学生知识、能力、价值观与学习态度方面的信息，推论并作出决定而经常使用的具体做法。教师的评价行为理论上应该与教育教学评价最新理念和模式保持一致。然而，本研究通过问卷调查和访谈发现，外语教师的评价行为仍以学习评价或终结性评价行为占绝对优势，主要有：让学生死记硬背孤立的细节性知识；过分强调评价的分级功能，忽视评价的促学功能；采用常模参照而非标准参照方法，强调学生间的比较和竞争，而非个体的进步；一般不进行评价反思。针对这一现状，本研究认为提高外语教师的测评素养是关键，其中最为有效的做法是将测评素养纳入我国外语教师资格认证。
Assessment practice refers to the specific behavior often used by teachers in daily teaching in order to collect, analyze and explain information about students’ knowledge, ability, values and learning attitudes, deduce and make decisions. The assessment practice of teachers should be consistent with the latest concepts and models in the field of education and teaching assessment. However, through questionnaires and interviews, this study finds that foreign language teachers still have an absolute predominance in Assessment of Learning or Summative Assessment, which mainly includes: letting students memorize isolated and detailed knowledge by rote; overemphasizing the grading function of assessment while neglecting the promoting function of assessment; adopting norm reference rather than standard reference methods to emphasize the comparison and competition among students, not individual progress; generally no evaluation and reflection. In order to change this situation, this study holds that improving foreign language teachers’ assessment literacy is the key, and the most effective way is to incorporate it into the foreign language teachers’ qualification certification in our country.