标准参照考试及其反拨效应——以TEM考试为例

Criterion-referenced assessment and its washback effects:the case of TEM

本研究从两个层面(TEM4和TEM8)和三个维度(学科负责人、教师和学生),通过问卷调查方式探讨TEM考试对高校英语专业教学与学习的影响。研究结果显示,学科负责人、教师和学生对考试的关注点(或熟悉程度)不尽相同;考试成绩在不同程度上给各校提供了评估教学质量和检验学习成果的信息;然而随着考试影响度的上升,考试成绩也用于院系排名、学位授予、绩效考核、就业与深造等方面;考试未对正常教学秩序或课程造成冲击,但教师和学生受访者内部对考试持不同态度。本研究结果对今后英语专业教学改革具有参考价值。

The present study attempts to investigate,by means of a series of questionnaires,the washback effects of TEM on teaching and learning.The results show that different stakeholders attach different degrees of importance to various aspects of TEM;that TEM results have,in varying degrees,provided feedback to participating universities on their teaching and learning,but there is a tendency for stakeholders to use TEM results for purposes other than instructional;and that TEM has not,so far,had significant negative impact on curriculum implementation,but teachers and students differ among themselves with regard to the intensity and direction of TEM washback.The results of the present study have practical implications for future reform in the curriculum for English majors.