基于内容的大学英语测试与评价研究

Study of Content-based Evaluation Instruction

基于内容的教学理念自传入中国后凭借其将语言与内容相结合进行教学的特点,受到了广泛的应用与传播。但是,却少有研究关注基于内容的大学英语测试与评价。在基于内容的大学英语教学改革过程中,探讨如何设计基于内容的形成性评价和测试。研究表明,融入内容的评价理念后,形成性评价可以引导学生的学习方式,测试也能够促进学生语言应用能力的发展,而资格性形成性评价在当下大评价环境下存在着不公平危险。

Content-based Instruction is a second/foreign language teaching and learning philosophy that interacts content with language teaching and learning. In recent decades more emphasis has been given to the application of Content-based Instruction in language teaching. Yet few studies focus on the interaction between CBI and evaluation. This study, along with a teaching reform project in content-based instruction, set out to explore the design and implementation of content-based assessment in formative assessment and final term examination. Data from questionnaire survey seems to suggest that when content-based evaluation is incorporated, formative assessment can help to guide student learning, and content-based tests can measure students＇ ability to use the language. It is also found that qualifying formative assessment might be threatened with unfairness in the present evaluation context.