讲座人：Lyle Farris Bachman终身教授
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.
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.
讲座人：Barbara Damb?ck 教授, 主任
所在单位：Akademie für Lehrerfortbildung und Personalführung
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.
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.