面向?qū)W習(xí)的測評(píng)：一種系統(tǒng)的方法
定 價(jià)：45.9 元
- 作者：Neil Jones，Nick Saville著
- 出版時(shí)間：2019/11/1
- ISBN：9787521312270
- 出 版 社：外語教學(xué)與研究出版社
- 中圖法分類：H319
- 頁碼：160
- 紙張：膠版紙
- 版次：1
- 開本：16K
本書提出了語言測試領(lǐng)域一種新的測評(píng)范式——面向?qū)W習(xí)的測試（Learning Oriented Assessment，簡稱LOA）。該模式具有系統(tǒng)性、生態(tài)性和社會(huì)—認(rèn)知性，是將終結(jié)性評(píng)價(jià)和形成性評(píng)價(jià)相結(jié)合的探索，不僅有助于我們理解學(xué)習(xí)的本質(zhì)，而且對(duì)外語教師轉(zhuǎn)變教學(xué)理念、創(chuàng)新教學(xué)方法、實(shí)施更加有效的教學(xué)與測評(píng)，以及國內(nèi)語言政策的制定、課程大綱的設(shè)計(jì)、教學(xué)內(nèi)容的組織也具有重要的啟發(fā)意義。本書共分九章：*、二章總體引介LOA，著重介紹以任務(wù)為驅(qū)動(dòng)的四個(gè)"世界"——"個(gè)人""教育""社會(huì)""測試"，探究LOA 的發(fā)展根源和概況；第三章到第五章提出了LOA 涉及的三個(gè)基本問題：什么是學(xué)習(xí)？什么是語言學(xué)習(xí)？要學(xué)習(xí)什么？ 第六章到第七章聚焦正規(guī)教育背景下語言學(xué)習(xí)的組織、大規(guī)模測試實(shí)踐、課堂中LOA的本質(zhì)；第八、九章提出了大規(guī)模測試與課堂評(píng)價(jià)結(jié)合的綜合模式和LOA 全面實(shí)施的問題及步驟。
本刊已列入中文社會(huì)科學(xué)引文索引（CSSCI）來源集刊目錄、《中國學(xué)術(shù)期刊網(wǎng)絡(luò)出版總庫》及CNKI系列數(shù)據(jù)庫。
Contents
導(dǎo) 讀 辜向東 李玉龍 iv
Abbreviations xv
Acknowledgements xvi
Series Editors’note xviii
1 Learning Oriented Assessment: An overview 1
1.1 The organisation of this volume 7
1.2 What is learning? 8
1.3 What is language learning? 9
1.4 What is to be learned? 10
1.5 The roles of assessment in learning 11
1.6 Aligning large-scale and classroom assessment 14
1.7 In summary 15
2 The roots of Learning Oriented Assessment 17
2.1 Cambridge English and Learning Oriented Assessment 18
2.2 Origins and emphases of learning-oriented approaches 18
2.3 Defining learning-oriented assessment: Process, policy or
principles? 27
2.4 Specific learning-oriented methods 32
3 What is learning? 35
3.1 Constructivism 35
3.2 An appropriate model of cognition and learning 37
3.3 Task-based interaction 39
3.4 Roles of teachers and learners 47
3.5 In summary 54
4 What is language learning? 56
4.1 Languages as a special case 56
4.2 The Common European Framework of Reference for Languages 57
4.3 Natural language acquisition 59
4.4 Second Language Acquisition research 60
4.5 In summary 66
5 What is to be learned? 67
5.1 The desired outcomes of learning 67
5.2 The nature of language proficiency: Construct definition 71
5.3 The content of learning: Curricular objectives 75
5.4 In summary 76
6 The role of large-scale assessment in learning 78
6.1 Proficiency testing: The importance of criterion reference 79
6.2 Scale construction 80
6.3 Item Response Theory 82
6.4 Item banking 83
6.5 Performance assessment 85
6.6 Validity and reliability of large-scale assessment 86
6.7 Large-scale assessment: Evidence of and for learning 90
6.8 In summary 91
7 Learning-oriented assessment in the classroom 93
7.1 The nature of classroom learning-oriented assessment 93
7.2 Domain-specific and generalisable learning skills 95
7.3 Learning-centred and content-centred act
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