加拿大多倫多大學教授Alister Cumming學術講座通知之一

主題: 加拿大多倫多大學教授Alister Cumming學術講座通知之一

加拿大多倫多教授Alister Cumming學術講座通知

時間：2015年6月5日（周五）上午9.30－11.00
地點🐏🧘🏿：意昂体育楊詠曼樓215房間
題目⏰❎： How should language proficiency be conceptualized for assessment purposes? Skills, abilities, or capacities?
講座人：Alister Cumming


摘要：


Current theories and practices of assessment in international language education have adopted three different models of language proficiency, each serving different educational purposes: (a) standardized tests based on normative psychometrics, serving to inform high-stakes institutional decisions such as admissions to programs or
professional certification; (b) curriculum standards based on professional consensus about outcomes- or competency-oriented definitions of language abilities, serving to frame and align educational systems; and (c) various forms of diagnostic, dynamic, or other locally determined formative assessments, serving to inform, guide, and analyze teaching and learning. I analyze these differing assessment purposes and their common uses for institutional decision making in language education to show how they conceptualize language proficiency differently in terms of their expectations for uniformity and standardization, value of interpersonal relations and contextual information, and requirements for validity. The three models conceive of language proficiency either as individually-acquired skills (and sub-skills), as abilities interacting (either narrowly or broadly) with contexts, or as individuals’ potential capacities for learning and development within certain situations, relations, and resources. Mislevy (2013, Mislevy & Yin, 2009, and previously, Read & Chapelle, 2001) have described these differences as being between trait, behaviorist, and interactionist models of language proficiency, differing primarily in the extent and quality of contextual information required to make assessment decisions. 

Alister Cumming教授簡介：

Alister Cumming教授是加拿大多倫多大學語言與語文教育研究中心教授🧘🏼‍♀️。作為國際著名的英語教學、測試和二語寫作專家，專家，Cumming教授享有很高的國際聲譽。他的研究成果十分豐碩🤛🏻，發表過專著或書籍19本，同行評審刊物上發表論文近70篇。他國際學術期刊《語言學習》（Language Learning）執行主管✌🏻，多家國際著名期刊編委（Assessing Writing𓀚：2002至今🤾🏻，Journal of Second Language Writing📚：1991至今，Language Testing：2000-2012,TESOL Quarterly🏹：2002-2007）。他還曾於2006年至2011年任美國教育考試中心(ETS)托福考試委員會主席🧔🏼‍♀️。2014年被北京外國語大學聘為長江學者講座教授👇🏼。