职前英语教师评价素养与评价效能感的相关性研究

发布时间：2023-05-30 19:55

　　准确评估学生表现,并基于评价数据做出有效教学决策是教师工作最重要的内容之一。《普通高中英语课程标准》(2017)中也进一步明确了评价的促学作用,指出“教师需要处理好教、学、评的关系,达到以评促教、以评促学的目的”。然目前,我国在这方面的研究起步较晚,理论和实践探究均略显不足,研究内容主要为现状调查与因素分析,且研究对象主要为在职教师,从职前教师评价效能感角度来结合评价素养的研究几乎是一片空白的。本研究将全面基于我国外语教学和评价的实际,采用文献研究法、问卷调查法和访谈法,对一所双一流师范院校和一所普通师范院校的108位职前英语教师的评价素养和评价效能感情况进行调查与分析,并选择了具有代表性的调查对象进行了访谈,以望为提高职前教师的评价素养提供可行性的建议。本研究中的评价素养借鉴赵雪晶(2014)的研究框架,认为教师评价素养是由评价意识,评价态度,评价知识和评价技能构成。而评价效能感是教师教学效能感的一个组成部分,即教师对自己评价学生学习进度的效能感或信心。效能感问卷借鉴以往教学效能感问卷编制维度,并结合评价的“七个标准”维度(1990),由作者稍作修改而成。本研究关注的三个问题为:(1...

【文章页数】：89 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and significance
        1.2.1 Purpose of the Research
        1.2.2 Significance of the Research
    1.3 Layout of the Research
Chapter Two Literature Review
    2.1 Definition of key terms
        2.1.1 Assessment Literacy
        2.1.2 Language Assessment Literacy
        2.1.3 Self-efficacy
        2.1.4 Assessment Efficacy
        2.1.5 Pre-service English Teachers
    2.2 Relevant studies at home and abroad
        2.2.1 Assessment Literacy
        2.2.2 Assessment Efficacy
        2.2.3 The Correlation between Pre-service English Teachers’Assessment Literacy andAssessment Efficacy
        2.2.4 Summary
    2.3 Theoretical Foundations
        2.3.1 Developmental Assessment Theory
        2.3.2 Teacher Professional Development Connotation Theory
        2.3.3 Self-efficacy Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Method
        3.4.1 Literature Review
        3.4.2 Questionnaire Investigation
        3.4.3 Interview Analysis
    3.5 Research Procedures
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter Four Results and Discussions
    4.1 Pre-service English Teachers Characteristics
    4.2 Results of Pre-service English Teachers’Assessment Literacy
        4.2.1 Overall description of Assessment Literacy
        4.2.2 Relationship between Assessment Literacy and Background Information Factors
    4.3 Results of Assessment Efficacy
        4.3.1 Overall description of Assessment Efficacy
        4.3.2 Relationship between Assessment Efficacy and Background Information Factors
    4.4 The Correlation between Pre-service English Teacher’s Assessment Literacy and AssessmentEfficacy
        4.4.1 The Correlation betweenAssessment Consciousness andAssessment Efficacy
        4.4.2 The Correlation between Assessment Attitude and Assessment Efficacy
        4.4.3 The Correlation between Assessment Knowledge and Assessment Efficacy
        4.4.4 The Correlation between Assessment Skills and Assessment Efficacy
    4.5 Interviews
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Educational Implications
    5.3 Limitations
    5.4 Suggestions for Future Study
References
Appendix A The Questionnaire
Appendix B The Interview Protocol
Acknowledgements



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