摘要
国际上日益重视语文综合测试,而香港率先在公开考试的中文科中恒常采用"聆听+阅读+写作"综合测试。通过对来自香港11所学校的教师问卷(79位)与访谈(7位)发现,中学教师普遍认同语文综合测试,但在编制测试、客观评定学生的表现、相应调整教学等方面仍存在不少困难。为了使实施取得更好的成效,教师应认识语文综合测试的性质,提升发展综合语文任务、评估量规的专业素养,创设条件引导学生自评与互评,循序渐进地指导学生学习。
Integrated language testing is receiving increasing attention in the international field of language assessment, and Hong Kong is the first region where the ＂listening-reading-writing＂ integrated assessment is included as a regular component in the public examination of Chinese subject. Having investigated teachers from 11 Hong Kong secondary schools through questionnaires （n=79） and interviews （n=7）, the present study found that： first, teachers generally accept and agree with this new-type testing while they are encountering significant difficulties in developing test instruments, assessing students performance and adjusting teaching strategy accordingly; second, based on the evaluation concept of Assessment for Learning （ALL） and the implementation situation, we suggest that teachers should adopt strategies which include developing integrated tasks and rubrics, cultivating and evaluating objectively studentsj competencies on ＂citation and integration＂ and ＂opinion ＂appreciation-suggestion＂ peer-evaluation with clear and concrete sequence and pedagogy. and argument＂, guiding students to carry out evaluation criteria, and developing suitable teaching
出处
《教育研究》
CSSCI
北大核心
2015年第5期114-121,共8页
Educational Research
基金
香港特别行政区教育局资助项目"研究与发展计划:在中国语文科中发展中学生综合运用听说读写技能与策略的能力"(项目编号:CD/CLE/73-1106)的部分研究成果
关键词
语文综合测试
促进学习的评估
优化策略
专业发展
language integrated testing, Assessment for Learning （AfL） , improvement strategies, professionaldevelopment
