应用“测试使用论证”框架指导基于课堂的语言评估

时间:2018-12-06浏览:0编辑:摄影:    通讯员:设置

讲座一:应用“测试使用论证”框架指导基于课堂的语言评估

讲座人:Lyle Farris Bachman终身教授

美国加州大学洛杉矶分校应用语言学系

时间:2018年12月6日下午15:00-16:30

地点:外语学院学术报告厅

主要内容:

Assessment in general,  and language assessment in particular, is typically not included as part of  teacher training at universities or in other pre-service training programs. In  addition, many of the courses on L2 assessment that are offered focus on  learning about large scale language tests rather than on helping L2 teachers  develop and use assessments in their own classrooms.

From our experience in  observing and working with classroom teachers over the years, we have developed  a different approach to language assessment that we believe is relevant to the  needs of classroom teachers. This approach aims at enabling teachers to develop  and use language assessments that will help improve instruction and learning,  and that will empower them to more effectively and confidently assess their  students’ language ability. In developing this approach, we have extended and  adapted the general approach of Bachman and Palmer’s (2010) assessment use  argument (AUA) and applied it to classroom-based language assessment.

报告人简介:

Lyle Farris Bachman  Professor Emeritus of Applied Linguistics at the University of California, Los  Angeles. He is a Past President of the American Association for Applied  Linguistics and of the International Language Testing Association. In 1998 he  won the TESOL/Newbury House Award for Outstanding Research, has twice (1991,  1997) won the Modern Language Association of America’s Kenneth Mildenberger  Award for outstanding research publication, and in 2012, along with Adrian  Palmer, won the Sage/International Language Testing Association award for the  best book published in language testing. In 1999 he was selected as one of 30  American ESL Pioneers by ESL Magazine; in 2004 he was given a Lifetime  Achievement Award by the International Language Testing Association, and in 2010  he received the Distinguished Scholarship and Service Award from the American  Association for Applied Linguistics. He has published numerous articles and  books in the area of language assessment.

      Prof. Bachman teaches  courses and conducts practitioner training workshops in language assessment and  serves as a consultant in language assessment for universities and government  agencies around the world. His current research interests include validation  theory, classroom- based language assessment, standards and linking in  assessment, and issues in assessing the academic English of English learners in  schools.

讲座二:如何开发基于课堂的语言评估任务

讲座人:Barbara Damb?ck 教授, 主任

所在单位:Akademie für Lehrerfortbildung und  Personalführung

时间:2018年12月6日  下午16:30-18:00

地点:外语学院学术报告厅

主要内容:

In this presentation,  we describe the approach to classroom-based language assessment that we have  developed (Bachman & Damb?ck, 2018). First we describe the role of  assessment in teaching and learning. Next we describe how teachers can  articulate an AUA for their classroom assessments. We then describe the process  of developing assessment task templates that are linked to the claims in the  AUA. Finally, we describe how these templates can be used to create multiple  assessment tasks. Throughout, we illustrate the concepts and procedures of the  approach with concrete examples of classroom-based assessments.

报告人简介:

Barbara Damb?ck is  currently on leave from her position as the Director of Studies, English  Department, at the Akademie für Lehrerfortbildung und Personalführung (Teacher  Training Academy) in Dillingen, Germany where she worked from 2003-2011. She has  also served as a Vice-Principal and classroom teacher in German elementary and  high schools. Ms. Damb?ck has had extensive experience in the area of teaching  English as a foreign language, as a teacher, teacher trainer, and as a teacher  of teacher trainers. She has conducted numerous courses and workshops for  teachers and teacher trainers around the world, in Canada, China, Italy,  Namibia, and the United Kingdom, as well as in Germany.

Her publications  include School Leaving Oral Examinations for High School, Grade 9 and  School Leaving Oral Examinations for High School Grade 10 and, with Lyle  Bachman, Language Assessment for Classroom Teachers (Oxford University  Press, 2018). Her current areas of interest include modern foreign language  teaching, classroom-based language assessment, the assessment of speaking,  content-based instruction, the use of technology in language teaching, cultural  studies, and curriculum development.

 

 

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