Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries
Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries
复制标题
将学习者对语言评估实践的看法与教师评估素养增强 (TALE) 联系起来：来自四个欧洲国家的见解
DOI：
10.1080/15434303.2020.1776714
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发表时间：
2020
影响因子：
2.9
通讯作者：
Nicos Sifakis
中科院分区：
文献类型：
--
作者：
Kari Vogt;Dina Tsagari;Ildikó Csépes;A. Green;Nicos Sifakis
本文介绍了一项需求分析调查的结果，该调查是在欧洲资助的名为“教师评估识字能力提高（TALE）”的项目的第一年进行的。所使用的调查问卷询问了塞浦路斯、德国、希腊和匈牙利的1788名英语学习者的评估经历；他们认为哪一种有助于学习以及反馈作为形成性评估工具的作用。对658名教师的进一步问卷调查数据纳入数据分析。结果表明，实践在不同的背景下有所不同。总体而言，学习者和教师都报告了在英语课堂上需要评估的广泛技能和领域，其中写作是评估最多的，其次是口语。根据学习者报告的看法，所使用的评估类型揭示了相当传统的方法，例如经常使用封闭式答案的离散点测试、扩展写作和翻译。学习者似乎认为这些类型的评估是支持他们的学习。给出的反馈大多仅限于标记和简短的评论。教师和学习者对反馈实践的看法各不相同。将需求分析的结果作为提高教师语言评价素养的在线课程设计的依据。
ABSTRACT This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled ‘Teachers’ Assessment Literacy Enhancement (TALE)’. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered conducive to learning and the role feedback played as an instrument of formative assessment. Further questionnaire data from their 658 teachers were included in the data analysis. The results showed that practices differed across contexts. Overall, both learners and teachers reported a wide range of skills and areas to be assessed in the EFL classroom with writing, followed by speaking, being assessed the most. Based on the perceptions reported by the learners, the assessment types used revealed rather traditional approaches with frequent use of e.g. discrete-point tests with closed answers, extended writing and translation. The learners appeared to regard these types of assessment to be supportive of their learning. Feedback given was mostly restricted to marks and brief comments. The perceptions on feedback practices varied among teachers and their learners. Results of the needs analysis were taken as the basis of the online course design for enhancing teachers’ language assessment literacy.