大学英语教学管理者语言评价素养发展需求及影响因素研究

Developing language assessment literacy: Perspectives from College English program administrators

本研究以大学英语教学管理者为研究对象,通过问卷和访谈探讨大学英语教学管理者在实际工作中所需要的评价素养,构建该群体的语言评价素养框架。该框架包括六个维度:教育测量学基本知识与技能、测试评估与决策、测试开发与实施、语言与语言教学、评价结果的传达、评价原则。管理者对六个维度的发展需求较均衡。研究还发现:培训经历、学校层次、职位对评价素养发展需求的影响不同;管理经验不构成影响语言评价素养发展需求的变量。发展管理者的评价素养要充分考虑管理者的个人背景和真实的管理情境。

This study, adopting a convenient sampling approach, took administrators responsible for College English programs as participants. A questionnaire survey and the interviews were carried out to explore their language assessment literacy(LAL) needed in daily work. A data-driven LAL model was established which consisted of six factors: fundamental knowledge and skills in educational measurement, test evaluation and outcome-based decision-making, test development and administration, language and language pedagogy, test results report and assessment principles. The participants’ needs were generally balanced across six factors. The research also showed that training experiences, university ranks and professional positions exerted various impacts upon participants’ LAL needs, while administration experience was not a variable. It is necessary to take administrators’ personal and contextual factors into account when developing their assessment literacy.