课堂形成性评估实践:以一位大学英语口语教师为例

Classroom formative assessment practice:An example of a university oral English teacher

本研究以Gu(2021)提出的形成性评估模型为参考框架,以一位未受过语言测试系统培训的大学英语口语教师为研究对象,采用个案研究方法,深度描写了该教师的课堂评估做法及其背后的想法,以及学生对这些做法的感受。研究发现,该教师一半以上的教学时间都在进行与评估相关的活动,但由于其缺乏相关理论知识,没有从过程的角度把握形成性评估的重要环节,导致其形成性评估做法本质上不自觉、不系统、不完整,因而也没有充分发挥评估的促学效果。本研究力图通过这一个案分析,为今后提升教师的评估素养提供建议。

With the formative assessment model proposed by Gu(2021)as the frame of reference,this case study focused on the oral English course by a college teacher who had not received systematic training in language testing by the time this study was launched,and investigated in depth his formative assessment practices in his oral English course,his reasons for his practices,as well as his students’perceptions of these practices.The research found that more than half of the teacher’s teaching time was spent on activities related to assessment.However,due to his lack of relevant theoretical knowledge,the teacher was not able to understand formative assessment as a process consisting of essential steps,resulting in his formative assessment practices being involuntary,unsystematic,and incomplete in nature.Thus,his practices did not give full play to the promoting-learning effect of formative assessment.Based on this finding,this study offers some suggestions as to how to enhance teachers’assessment literacy in the future.