If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it ...If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.展开更多
当前语言测试研究重点已转向测试使用公平性论证。为确保语言测评开发与使用的公平性,测评开发者与使用者责任的起点和终点在哪里?如何将测评开发与使用责任做出明确区分?针对上述问题,本文试图运用AUA(Assessment Use Argument)框架阐...当前语言测试研究重点已转向测试使用公平性论证。为确保语言测评开发与使用的公平性,测评开发者与使用者责任的起点和终点在哪里?如何将测评开发与使用责任做出明确区分?针对上述问题,本文试图运用AUA(Assessment Use Argument)框架阐述测评开发者与使用者的责任,探讨不同利益相关者在测评开发和使用过程中的互动方式,并且联系TEM测评开发与使用进行前瞻性的思考。展开更多
文摘If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.
文摘当前语言测试研究重点已转向测试使用公平性论证。为确保语言测评开发与使用的公平性,测评开发者与使用者责任的起点和终点在哪里?如何将测评开发与使用责任做出明确区分?针对上述问题,本文试图运用AUA(Assessment Use Argument)框架阐述测评开发者与使用者的责任,探讨不同利益相关者在测评开发和使用过程中的互动方式,并且联系TEM测评开发与使用进行前瞻性的思考。
