Instructors and program organizers need to distinguish the multiple, overlapping purposes of English writing assessments in order to guide and differentiate their approaches to teaching, students' learning, and fulfillment of curriculum objectives. It is easy to confuse assessment purposes that are either (a) normative (comparing on a common scale all people who take a test, usually for decisions about admission to an educational program or employment, certification of proficiency, or monitoring an educational system); (b) formative (to inform teaching and learning for individual diagnosis, focus, guidance, or motivation); or (c) summative (to document and report achievement within educational programs). This webinar will distinguish these purposes and illustrate practical ways in which teachers can organize assessments of students’English writing to serve these multiple functions optimally and discretely.
Alister Cumming is Professor Emeritus and the former Head of the Centre for Educational Research on Languages and Literacies, University of Toronto and has since 2014 been a Changjiang Scholar at Beijing Foreign Studies University. He was editor and then Executive Director of Language Learning and the Chair of ETS’ TOEFL Committee of Examiners through the 1990s and 2000s. His research and courses focus on the learning, teaching, and assessment of writing in English as a second/foreign language, the evaluation of programs and curricula for second language education and immigrant settlement, and the development of assessment instruments and procedures in academic, professional and settlement contexts. Professor Cumming has written and published numerous books and articles on second-language education, language assessment, literacy, and international education policy. Professor Cumming’s recent books are Agendas for Language Learning Research (with Lourdes Ortega and Nick Ellis, Wiley-Blackwell, 2013), Adolescent Literacies in a Multicultural Context (Routledge, 2012), A Synthesis of Research on Second Language Writing in English (with Ilona Leki and Tony Silva, Routledge, 2008), and Goals for Academic Writing (John Benjamins, 2006).
1. 全面性：测评领域国际专家Alister Cumming教授主讲，传递前沿测评理念
Lee, Icy. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer.
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