英语写作教学评价:目的与实践 扫二维码继续学习 二维码时效为半小时

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课程介绍

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【课程简介】

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.

 

【主讲专家】

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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).

 

【课程目标】

1. 帮助高校外语教师了解并区分不同评价方式的不同价值、功能以及局限性

2. 帮助高校外语教师综合运用不同评价方式对学生的英语写作给予有效评价反馈


【课程特色】

1. 权威性:测评领域国际专家Alister Cumming教授主讲,传递前沿测评理念

2. 实用性:探讨不同评价方式在写作教学中的应用,引导教师进行有效写作教学


【适合人群】

1. 高校外语教师、学者,尤其是进行英语写作教学的教师

2. 对测试评估感兴趣的学者、研究者


【推荐阅读】

Lee, Icy. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer.