摘要
This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.
本文旨在帮助教师了解如何进行形成性课堂评估的实证研究。我们将首先介绍形成性课堂评估(CBFA)的基本特征以及相关的研究问题,并对"中国基础教育外语测评研究基金"(FAR)资助的首期课题中提出的一些研究问题进行剖析。其次,我们通过分析首期课题中的一个课堂录像来说明其中的哪些内容可以展示教师形成性评估并适用于回答上述的一些研究问题。最后,我们呼吁开展更多由教师主导的研究。我们认为教师对CBFA的研究不仅能使他们的研究所产生的数据解释更有效,研究发现更有适用性,而且还能为教师的专业发展提供可行的模式。
