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为研究大学英语教师的语言评估素养,本研究采用自编问卷对参加大学英语四、六级考试阅卷的249位大学英语教师进行调查。问卷信度(Cronbach’sα)达到0.927。该问卷包括三个维度:“测什么”、“怎么测”、“为什么这么测”。“怎么测”又包括“课堂评估”、“试题命制”、“标准化测试”和“评分”四个子维度。研究结果表明,调查对象语言评估素养普遍较高,教龄不同的教师对各维度的熟练程度不存在显著差异,但是兼教英语专业和非英语专业的教师对“课堂评估”的熟练程度显著高于非英语专业教师。最后,本文提出提高我国大学英语教师语言评估素养的建议。本研究结果说明大规模考试阅卷经验有助于提高教师的语言评估素养。
In order to study the English assessment of college English teachers’ literacy, this study investigated 249 college English teachers who participated in the examinations of CET-4 or CET-6 by using self-made questionnaires. The Cronbach’s α reached 0.927. The questionnaire includes three dimensions: “What to test ”, “How to test ”, “Why so measured ”. “How to test ” includes “classroom evaluation ”, “test questions ”, “standardized test ” and “score ” four sub-dimensions. The results show that the language proficiency of the respondents is generally high, and there is no significant difference in proficiency among teachers with different teaching ages, but the proficiency of teachers who teach both English and non-English majors is notable for Class Assessment Higher than non-English majors. Finally, this paper puts forward suggestions to improve the language assessment of college English teachers in China. The results of this study show that the experience of large-scale test scoring helps to improve teachers’ language proficiency.