基于诊断测评的英语阅读“教—学—评”一体化有效性研究

Toward teaching-learning-assessment alignment:Implementation of diagnostic assessment and its effectiveness

本研究以英语阅读为切入点,探索将诊断性语言测评与语言教学和学习相整合的模式,并考察整合的效果。具体而言,研究按照自然班划分实验组和控制组,前者的教学活动依据“教—学—评”一体化设计开展,后者则采用传统的阅读教学方法。研究发现:1)在“教—学—评”一体化实施之后,实验组学生的六项英语阅读微技能均有所提升,但是表现出不同的增长模式;2)随着测试次数的增加,实验组在快速找出特定信息、获取细节信息和理解语篇的逻辑关系三项微技能上的得分逐渐高于控制组,且差异显著。研究结果表明,基于诊断测评的“教—学—评”一体化设计能够实现诊断测评对教学和学习的反拨作用,提升阅读教学效果,对语言测评和英语教学具有一定的借鉴意义。

The study explored the procedures of aligning language diagnostic assessment with teaching and learning in English reading classrooms in China,and meanwhile examined the effect of the alignment.Participants were assigned either to the experimental group(i.e.,using diagnostic assessment feedback to inform the design of teaching and learning activities),or the control group(i.e.,using the traditional teaching pedagogy)according to the natural classes they were in.The results showed that 1)students from the experimental group improved on their mastery of all the six reading attributes after the treatment,although different patterns of improvement were observed on these attributes;and that 2)the experimental group outperformed the control group in the immediate post-and the delayed posttests on the attributes of quickly identifying target information,locating specific information,and analyzing logical relationships between ideas.The findings demonstrate the positive washback that diagnostic assessment can have on language teaching and learning.Moreover,the study also has implications on the research and practice of language assessment and English teaching pedagogy.