大学英语教师线上评估实践与评估素养:一项质性研究

Online assessment practice and teacher assessment literacy: A qualitative study of college English teachers in China

本质性研究基于我国12位大学英语教师的三轮访谈,探究教师线上评估实践,并剖析其线上评估素养。结果表明,教师充分利用线上平台进行语音反馈、收集与调用作业以及反馈测试结果等,提升了线上评估效率。教师在线上课堂参与评分、考试、反馈以及评分标准制定等方面遇到诸多挑战,采用了多重策略应对挑战,展现了自发的、实践性的教师评估素养。本文讨论了线上评估独特性及教师线上评估素养现状,对提升线上评估实践有效性有一定启示。

With three rounds of interviews with twelve Chinese college English teachers, this qualitative study explored teachers’ assessment literacy in practice in online teaching settings. Findings show that these teachers improved their assessment efficiency by utilizing audio feedback, assignment collection, and in-time results of online quizzes offered by online education platforms. Findings also show various challenges that confronted teachers, including online class participation assessment, online exams administration, and online assessment criteria development. Various coping strategies are thus adopted, which reveals teachers’ dynamic assessment literacy in practice. These findings are discussed in light of uniqueness of online assessment practices and status quo of teacher assessment literacy in online contexts, which have implications for effective online assessment.