主题: 加拿大多伦多大学教授Alister Cumming学术讲座通知之一

主题: 加拿大多伦多大学教授Alister Cumming学术讲座通知之一

加拿大多伦多教授Alister Cumming学术讲座通知

时间：2015年6月5日（周五）上午9.30－11.00
地点：太阳成集团tyc9728杨咏曼楼215房间
题目： How should language proficiency be conceptualized for assessment purposes? Skills, abilities, or capacities?
讲座人：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教授简介：

Alister Cumming教授是加拿大多伦多大学语言与语文教育研究中心教授。作为国际著名的英语教学、测试和二语写作专家，专家，Cumming教授享有很高的国际声誉。他的研究成果十分丰硕，发表过专著或书籍19本，同行评审刊物上发表论文近70篇。他国际学术期刊《语言学习》（Language Learning）执行主管，多家国际著名期刊编委（Assessing Writing：2002至今，Journal of Second Language Writing：1991至今，Language Testing：2000-2012,TESOL Quarterly：2002-2007）。他还曾于2006年至2011年任美国教育考试中心(ETS)托福考试委员会主席。2014年被北京外国语大学聘为长江学者讲座教授。