Understanding teachers as agents of assessment
Understanding teachers as agents of assessment
复制标题
将教师理解为评估的代理人
DOI：
10.1191/0265532204lt283ed
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发表时间：
2004
期刊：
影响因子：
4.1
通讯作者：
P. Rea‐Dickins
中科院分区：
文献类型：
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作者：
P. Rea‐Dickins
教学涉及评估。在决定课程内容和顺序、教材、学习任务等方面，教师必须确定他们可供选择的方案的优缺点。他们根据自己的经验，对学习、语言发展和语言能力本身的理解，以及他们认为最合适和最符合他们所教学生利益的选择。同样，作为其专业实践的一部分，他们总是参与观察他们的学习者，这导致了对学习者进步的见解和对具体学习成果和整体表现的判断。然而，根据我的经验，当被问及课堂评估时，教师会首先告诉你监控语言成绩的正式机制，或者他们使用的具体评估程序。有一种倾向，优先考虑“正式”和“程序”，并低估了观察驱动的评估方法，这是在他们的日常课堂实践中，如语言抽样（见加德纳和Rea-Dickins，2002年; Rea-Dickins，2002年）。我认为，这个方向反映在我们对语言测试和评估的大部分研究中，正如语言能力测试的工作所证明的那样，长期以来，语言能力测试一直是持续研究的重点。评估，特别是在语言课堂上的教学和学习，一直保持，直到最近，相对较少的研究。有趣的是，最近的最新评论（Alderson和Banerjee，2001）没有包括一个单独的部分，无论是教师评估或课堂评估。但是，它确实包含了关于“替代评估”的小节，
Teaching involves assessment. In making decisions about lesson content and sequencing, about materials, learning tasks and so forth, teachers have to determine the strengths and weaknesses of the alternatives available to them. They make selections based on their experience, on their understandings of learning, language development and of language proficiency itself, together with what they consider to be most appropriate and in the best interests of those they teach. Equally, as part of their professional practice, they are always involved in the observation of their learners, which leads to the development of insights about learner progress and judgements about specific learning outcomes and overall performance. In my experience, however, when asked about classroom assessment, teachers will tell you first and foremost about the formal mechanisms that are in place to monitor language achievement, or about the specific assessment procedures that they use. There is a tendency to prioritize the ‘formal’ and the ‘procedural’ and to underplay the observation-driven approaches to assessment which is strongly in evidence in their everyday classroom practice, such as language sampling (see Gardner and Rea-Dickins, 2002; Rea-Dickins, 2002). This orientation, I suggest, is mirrored in much of our research in language testing and assessment as evidenced by work on language proficiency testing, the focus over time of sustained research. Assessment, with specific reference to teaching and learning in the language classroom, has remained, until recently, relatively unresearched. It is interesting to observe that the recent state-of-theart review (Alderson and Banerjee, 2001) did not include a separate section on either teacher assessment or classroom based assessment. It did, however, contain sub-sections on ‘alternative assessment’,