京师外语校友讲坛 | Assessment Literacy for English Language Teachers
120周年校庆
暨外语学科110周年
京师外语校友讲坛
第三讲
报告题目
Assessment Literacy for English Language Teachers
报告人
Peter Yongqi Gu （顾永琦）
Victoria University of Wellington,
New Zealand
时间
2022年7月21日 15:00
腾讯会议
320-784-759
摘要：This presentation focuses on teachers’ classroom assessment literacy, the kind of knowledge and skills needed by EFL teachers in order to make use of assessment for formative purposes in teaching. I will attempt to answer two questions: (1) What does assessment literacy look like? (2) To what extent can teacher assessment literacy be developed? A conceptual framework of teacher classroom assessment literacy is first introduced, followed by an illustration from the classroom practices of an EFL teacher at the secondary level in China (Study 1). I will next introduce the findings of a 12-week professional development programme for a group of five secondary school English language teachers in China (Study 2). Patterns of development over the 12 weeks indicated that knowledge and beliefs about formative assessment were distinctively different at the end of the professional development programme, but the improvement patterns in formative assessment practices were much more complex. Implications for both teacher classroom assessment literacy and its development will be discussed.
Dr Peter Yongqi Gu is Head of School, School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Dr Gu has extensive teaching and teacher education experience in New Zealand, Singapore, Hong Kong (SAR China), and China mainland. Dr Gu received the 2004 Thomson Heinle Distinguished Research Award from TESOL International Association. He served as Co-Editor of Asian Journal of English Language Teaching (2006-2010) and Co-President (2013-2014) of the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ).
Dr Gu’s academic interests mainly include “learner autonomy and learning strategies”, “language testing and assessment”, and “vocabulary acquisition”. His latest book, Classroom-Based Formative Assessment (FLTRP, 2021), aims at helping language teachers deal with assessment for teaching and learning purposes.
编辑 | 杨意纯
审核 | 张新颖 卢以若
北京师范大学
外国语言文学学院
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