外语教师形成性评价素养调查研究——以应用型本科高校为例

A Survey on Formative Assessment Literacy of Foreign Language Teachers——Taking an Application-Oriented Undergraduate University as an Example

通过问卷和访谈对59名应用型本科高校外语教师形成性评价素养进行调查,结果发现:外语教师形成性评价素养得分略低于均值标准值;在性别方面呈显著性差异但在学历方面差异不显著;参加评价培训的教师形成性评价素养均高于未参加评价培训的教师,且在评价技能、方式方面差异显著。调查还发现教师评价知识和能力不足、设计形成性评价时间不足,学生自我评价和同伴评价很难实施。针对存在的问题,笔者提出提升外语教师形成性评价素养的建议。

Through questionnaires and interviews,the formative assessment literacy of 59 foreign language teachers in application-oriented undergraduate universities was investigated.The results show the following fi ndings:the scores of foreign language teachers’formative assessment literacy was slightly lower than the average standard value;there are signifi cant diff erences in gender rather than in educational background;the formative assessment literacy of teachers who participated in evaluation training was higher than that of teachers who did not participate in evaluation training,and there were signifi cant diff erences in evaluation skills and methods.The survey also found some problems in the assessment:teachers’assessment knowledge and ability are insuffi cient,the time for designing formative assessment is insuffi cient,and students’self-evaluation and peer evaluation are diffi cult to be implemented.In view of these problems,the author puts forward some suggestions to promote the formative assessment literacy of foreign language teachers.