This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), ...This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.展开更多
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
为应对数智时代的社会需求,外语教学从“输入”导向到“产出”导向再到多模态教学经历了一系列改革,涉及教学设计、教学过程和评价体系等各个环节。在此背景下,本文在新伦敦小组(New London Group)(1996,2000)的多元读写教学理论基础上...为应对数智时代的社会需求,外语教学从“输入”导向到“产出”导向再到多模态教学经历了一系列改革,涉及教学设计、教学过程和评价体系等各个环节。在此背景下,本文在新伦敦小组(New London Group)(1996,2000)的多元读写教学理论基础上,提出了“多元设计学习素养”的概念,并设计了一个多模态形成性评价体系,用于综合评估商务英语专业EMI(English as a Medium of Instruction,以英语为媒介的教学)课程中学习者的语言应用能力、学科专业知识和创造性思维等多元读写能力。本文将依托商务英语专业本科生EMI课程“国际会展”,围绕学生会展采访的短视频作品,探索该评价体系的实际应用。该研究是对多元读写教学理念的丰富和发展,在教学评价环节进一步促进商务英语专业本科生“素质+能力+知识”三位一体的未来商务专才的身份构建。展开更多
文摘This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.
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.
文摘为应对数智时代的社会需求,外语教学从“输入”导向到“产出”导向再到多模态教学经历了一系列改革,涉及教学设计、教学过程和评价体系等各个环节。在此背景下,本文在新伦敦小组(New London Group)(1996,2000)的多元读写教学理论基础上,提出了“多元设计学习素养”的概念,并设计了一个多模态形成性评价体系,用于综合评估商务英语专业EMI(English as a Medium of Instruction,以英语为媒介的教学)课程中学习者的语言应用能力、学科专业知识和创造性思维等多元读写能力。本文将依托商务英语专业本科生EMI课程“国际会展”,围绕学生会展采访的短视频作品,探索该评价体系的实际应用。该研究是对多元读写教学理念的丰富和发展,在教学评价环节进一步促进商务英语专业本科生“素质+能力+知识”三位一体的未来商务专才的身份构建。
