职前英语教师评价素养培育体系构建研究
Abstract
在教育评价范式从实证研究转变为强调定性社会文化视角的解释范式的背景下，首先探讨了职前英语教师 评价素养的概念内涵。其次，指出了目前职前英语教师提升素养水平还不尽如人意。最后，评价素养培育体系存在 零散不够系统，过于隐形化不够显性化的问题。针对存在问题，论文提出“以学促评，以教促评，以研促评，以赛 促评”的四驱培育体系，旨在为提升职前英语教师评价素养提供借鉴。
References
[1] 潘鸣威.外语教师语言测评素养再探——基于对语言测试专家
的访谈[J].中国考试,2020(7):34-41.
[2] 郑东辉.教师评价素养发展研究[D].上海:华东师范大学,2009. [3] Stiggins R J. Assessment literacy[J]. Phi Delta Kappan,
1991,72(3):534-539.
[4] Rogler D. Assessment Literacy: Building a Base for Better Teaching
and Learning[J]. English Teaching Forum,2014,52(3):2-13.
[5] Popham W J. Classroom assessment: Staying instructionally afloat
in an ocean of accountability[J]. In C. A. Dwyer (Ed.), The future
of assessment,2017:263-278.
[6] Willis J, Adie L, Klenowski V. Conceptualising teachers’
assessment literacies in an era of curriculum and assessment
reform[J]. The Australian Educational Researcher, 2013,40(2):
241-256.
[7] Xu Y, Brown G T. Teacher assessment literacy in practice:
A reconceptualization[J]. Teaching and Teacher Education,
2016(58):149-162.
[8] 张一旦,周文叶.上海市中小学教师职前评价素养的实证研究[J].
教育测量与评价,2017(9):42-48.
[9] 陈放.职前英语教师课堂评价素养调查研究[D].上海:华东师范
大学,2019.
