甘凌,林志强
Ling GAN,Ricky LAM

• 1:北京工商大学
• 2:香港浸会大学

摘要(Abstract)：

语言测评素养发展研究日益兴盛，但学界对教师测评身份建构知之甚少。本研究通过叙事框架、访谈和观察，探索两位大学英语新手教师如何构建测评身份。研究发现，两位教师随着语言测评素养的发展，经历了从不认同测评者身份到成为测评者的转变，并以不同轨迹构建其测评身份。一位教师积极主动构建其坚定的测评实践者及探索者身份，但更认同自己为引导者及“磕磕绊绊的新手测评者”。另一位则成为自信的反馈者和宽容的评分者，但更认同自己“人生导师”的身份。两位教师的测评身份建构主要受其测评观念、测评经历、个人因素（如自我效能、主动性、反思）及学校因素的影响。本研究为语言测评身份建构研究以及如何发展成为有效测评者提供启示。
While teachers' language assessment literacy(LAL) development has been researched exponentially, little is known about the construction of teachers' assessment identity in their LAL development. The current study attempts to fill this gap by exploring how two novice university English teachers constructed their assessment identity in the Chinese context. Data were collected over three semesters through narrative frames, interviews, and field observations. The data revealed that the two teachers experienced a shift from not identifying themselves to be an assessor to being an assessor, along with their LAL development. They constructed their assessment identity with different trajectories. Specifically, one informant proactively made sense of her identities as an unswerving assessment practitioner and an ardent assessment explorer but preferred to label herself as a guide and “a stumbling novice assessor.” The other developed his identities as a confident feedback giver and a lenient marker, preferably identifying himself as “a life mentor.”These idiosyncratic construction trajectories were mainly influenced by teachers' conceptions of assessment, prior assessment experiences, personal dispositions(e.g., self-efficacy, agency,reflection) and institutional requirements. Findings of this study offer insights into the underresearched area of teacher professional identity in language assessment and provide implications on how to become effective language assessors.

关键词(KeyWords)： 新手大学英语教师;测评身份;语言测评素养;职业身份建构
novice university English teachers;assessment identity;language assessment literacy;professional identity construction

Abstract:

Keywords:

基金项目(Foundation):

作者(Author): 甘凌,林志强
Ling GAN,Ricky LAM

参考文献(References)：

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• 1 Rachel’s department, like most College English departments in China, requires assessment on students comprise of FA and SA and interprets FA as a process assessment in which students’ performance is quantified with a grade or mark on different tasks(e.g., class attendance, notes taking, assignments and multiple mini tests). The purpose of this requirement is to engage students in learning and assessment and enhance their learning ultimately. The institutional interpretation and guidance is what Rachel followed, although it is not the best interpretation of FA.
• 2 Similarly, FA in Tim’s department also encompasses multiple tasks which are graded or marked based on designated criteria. It is also a process assessment in nature.
• 3 Universities in China recommend their fourth-year students to be graduate students in their own or other top-notch universities every year. Students do not need to take the National Graduate Program Entrance Examination but will be evaluated based on various criteria. One of the criteria is the average score in College English over four years.