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职前英语教师语言评价素养以及提升策
摘要:
语言评价素养是教师专业发展的重要组成部分，指教师在设计、实施、分析和运用语言测评时所需的知识、技能和伦理意识。对于英语教师而言，良好的语言评价素养能够使评价真正服务于教学改进。提升学生语言能力发展，通过科学的评价手段，精准诊断学习需求。
近年，语言评价素养逐渐成为国内外关注的热点研究领域。然而，回顾国内语言评价素养研究现状，可以发现对职前英语教师语言评价素养关注不足。职前英语教师在教育实习过程中，往往面临语言评价素养欠缺的问题，难以有效实施语言评价。这一问题不仅影响教师的专业发展，也制约了教学质量的提升。本研究通过分析职前英语教师在教育实习前后语言评价素养的变化过程，探讨提升中的难点并提出有效的提升策略。
本研究使用调查问卷与访谈相结合的方式，深入了解了他们在实习期间进行语言评价活动时的表现情况。结果表明，在优势方面，大部分实习生能够认识到语言评价的重要性，并且积极尝试将理论知识应用于实际教学当中。例如，在设计口语测试任务时，会考虑到不同学生的水平差异并设置合理的难度梯度；在批改书面作业时，注重指出具体错误而非简单打分。但是，也暴露出一些不足之处。一方面，部分实习生对于语言测试理论掌握不够扎实，导致在实际操作过程中出现一些不合理的设计或评判；另一方面，在给予学生反馈时，往往过于注重结果导向，而忽视了对学生学习过程的关注，未能充分利用评价促进学生学习进步的功能。本研究有助于丰富职前英语教师语言评价素养领域的相关实证研究，深化对实习前后职前英语教师语言评价素养变化的理论认识，并提出具有参考价值的提升策略，为后续相关研究提供支持。通过调查职前英语教师在实习前后语言评价素养方面的变化，本研究将为师范类院校优化职前教师培养方案提供实用建议，提升职前教师的语言评价素养，从而更好地服务于教育实践需求。
关键词：职前英语教师；语言评估素养；教学实习；评估；教育实习
Enhancing Pre-service English Teachers' Assessment Literacy: A CaseStudy at Normal University
提高职前英语教师的评估素养：师范大学的案例研究
Abstract：
摘要 ：
Language assessment literacy (LAL) is a crucial component of teacher professional development, referring to the knowledge, skills, and ethical awareness that teachers require when designing, implementing, analyzing, and utilizing language assessments. For English teachers, strong language assessment literacy enables evaluations to genuinely serve teaching improvement and enhance students' language development by accurately diagnosing learning needs through scientific assessment methods.
语言评估素养 （LAL） 是教师专业发展的重要组成部分，是指教师在设计、实施、分析和利用语言评估时所需的知识、技能和道德意识。对于英语教师来说，强大的语言评估素养使评估能够真正为教学改进服务，并通过科学的评估方法准确诊断学习需求，促进学生的语言发展。
In recent years, language assessment literacy (LAL) has emerged as a prominent research focus in both domestic and international academic circles. However, a review of current LAL research in China reveals a notable lack of attention to pre-service English teachers' assessment literacy. During teaching practicums, these teacher candidates frequently encounter challenges in effectively implementing language assessments due to insufficient LAL competencies. This deficiency not only hinders their professional development but also constrains the improvement of teaching quality. Through analyzing the developmental trajectory of pre-service English teachers' LAL before and after their teaching practicum, this study investigates key challenges in LAL enhancement and proposes evidence-based strategies for improvement.
近年来，语言评估素养 （LAL） 已成为国内外学术界的重要研究热点。然而，对中国当前 LAL 研究的回顾表明，对职前英语教师的评估素养明显缺乏关注。在教学实习期间，由于鲎试剂能力不足，这些教师候选人经常在有效实施语言评估方面遇到挑战。这种不足不仅阻碍了他们的专业发展，也制约了教学质量的提高。通过分析职前英语教师 LAL 在教学实习前后的发展轨迹，本研究探讨了 LAL 增强的关键挑战，并提出了基于证据的改进策略。
This study adopted a combination of questionnaires and interviews to gain an in-depth understanding of their performance in language assessment activities during the internship period. The results show that, in terms of advantages, most interns can recognize the importance of language assessment and actively attempt to apply theoretical knowledge to practical teaching. For example, when designing oral test tasks, they will take into account the differences in the proficiency levels of different students and set a reasonable difficulty gradient; when grading written assignments, they focus on pointing out specific mistakes instead of simply giving scores.However, some deficiencies have also been revealed. On the one hand, some interns do not have a solid grasp of language testing theories, resulting in some unreasonable designs or judgments during the actual operation process. On the other hand, when providing feedback to students, they often focus too much on the outcome orientation and neglect the attention to the students' learning process, failing to fully utilize the function of assessment to promote students' learning progress.This study contributes to enriching the relevant empirical research in the field of language assessment literacy of pre-service English teachers, deepening the theoretical understanding of the changes in the language assessment literacy of pre-service English teachers before and after the internship, and putting forward reference-worthy improvement strategies to provide support for subsequent related research. By investigating the changes in the language assessment literacy of pre-service English teachers before and after the internship, this study will provide practical suggestions for normal universities to optimize the training programs for pre-service teachers, improve the language assessment literacy of pre-service teachers, and thus better meet the needs of educational practice.
本研究采用问卷调查和访谈相结合的方式，深入了解实习期间学生在语文评估活动中的表现。结果表明，在优势方面，大多数实习生都能认识到语言测评的重要性，并积极尝试将理论知识应用于实践教学。例如，在设计口试任务时，他们会考虑到不同学生熟练程度的差异，并设定合理的难度梯度;在对书面作业进行评分时，他们专注于指出具体的错误，而不是简单地给出分数。然而，也揭示了一些缺陷。一方面，部分实习生对语言测试理论的把握不扎实，导致在实际作过程中出现一些不合理的设计或判断。另一方面，在向学生提供反馈时，往往过于关注结果导向，而忽略了对学生学习过程的关注，未能充分利用评估的功能来促进学生的学习进步。本研究有助于丰富职前英语教师语言测评素养领域的相关实证研究，加深对职前英语教师实习前后语言测评素养变化的理论理解，并提出值得参考的改进策略，为后续相关研究提供支撑。 通过调查实习前后英语教师语言测评素养的变化，本研究将为师范院校优化职前教师培训方案、提高职前教师的语言测评素养，从而更好地满足教育实践需求提供实用建议。
Key words:Assessment;language assessment literacy;preservice teachers;Teaching Practicum
关键词 ： 评估 ; 语言评估素养 ; 职前教师 ; 教学实习
Contents
内容
1. Chapter One Introducation 1
1. 第一章 引言 1
1.1 Research Background 1
1.1 研究背景 1
1.1.1 The Significance of LAL in English Language Teaching 1
1.1.1 LAL 在英语教学中的意义 1
1.1.2 The Growing Need for LAL in Pre-service English Teacher Training 2
1.1.2 职前英语教师培训对 LAL 的需求不断增长 2
1.1.3 Difficulties Faced by Pre-service Teachers in Implementing LAL 3
1.1.3 职前教师实施 LAL 面临的困难 3
1.2 Research Purpose 3
1.2 研究目的 3
1.3 Research Significance 3
1.3 研究意义 3
1.3.1 Theoretical Significance 3
1.3.1 理论意义 3
1.3.2 Practical Significance 4
1.3.2 实际意义 4
2. Literature Review 5
2. 文献综述 5
2.1 Definition of Key Concepts 5
2.1 关键概念的定义 5
2.1.1 Pre-service English Teacher 5
2.1.1 职前英语教师 5
2.1.2 Language Assessment Literacy 5
2.1.2 语言评估 读写能力 5
2.1.3 Teaching Practicum 6
2.1.3 教学实习 6
2.2 Theoretical Foundations 7
2.2 理论基础 7
2.2.1 Major Theories Related to Language Assessment Literacy 7
2.2.1 与语言评估素养相关的主要理论 7
2.2.2 Theoretical Perspectives on Assessment and Teacher Education 7
2.2.2 评估和教师教育的理论观点 7
2.2.3 Key factors in impact evaluation development 8
2.2.3 影响评估发展的关键因素 8
2.3 Current Status of Related Research 8
2.3 相关研究现状 8
2.3.1 International Perspectives 8
2.3.1 国际视野 8
2.3.2 Studies in the Chinese Context 8
2.3.2 中国背景下的研究 8
2.3.3 Limitations of Previous Strategies 9
2.3.3 先前策略的局限性 9
2.3.4Innovation and Practice of Training Pathways 9
2.3.4 培训途径的创新与实践 9
2.3.5Future research directions and personal viewpoints 10
2.3.5 未来的研究方向和个人观点 10
3. Research Design 11
3. 研究设计 11
3.1 Research Problems 11
3.1 研究问题 11
3.1.1 What is the current LAL status of pre-service English teachers in practice？ 11
3.1.1 职前英语教师在实践中的 LAL 现状如何？11
3.1.2 What are the key factors affecting its LAL development? 11
3.1.2 影响其鲎试剂发展的关键因素有哪些？11
3.1.3 How to Effective LAL strategies for pre-service teachers’ PD? 11
3.1.3 如何为职前教师的 PD 制定有效的 LAL 策略？11
3.2 Participants 11
3.2 参与者 11
3.3 Research Methods 11
3.3 研究方法 11
3.4 Data Collection 31
3.4 数据收集 31
3.5 Data Analysis 32
3.5 数据分析 32
4. Findings and Discussions 33
4. 调查结果与讨论 33
4.1 Findings 33
4.1 调查结果 33
4.1.1 LAL Performance of Pre-service English Teachers During Teaching Practicum 33
4.1.1 职前英语教师在教学实习期间的 LAL 表现 33
4.1.2 Variability in Understanding and Application of Language Assessment 33
4.1.2 语言评估的理解和应用的可变性 33
4.1.3 Challenges in Implementing Language Assessment Literacy and Possible Enhancements 33
4.1.3 实施语言评估 素养的挑战和可能的改进 33
4.2 Discussion 34
4.2 讨论 34
5. Conclusions and Suggestions 35
5. 结论和建议 35
5.1 Conclusions 35
5.1 结论 35
5.2 Limitations 35
5.2 限制 35
5.3 Suggestions 36
5.3 建议 36
5.3.1 Strategies for pre-service English teachers 36
5.3.1 职前英语教师的策略 36
5.3.2 Strategies for English Teacher Educators 36
5.3.2 英语教师教育者的策略 36
5.3.3 Strategies for Educational Institutions 36
5.3.3 教育机构战略 36
Bibliography 38
参考书目 38
List of Figures and Tables
图表列表
Table 3-1 11
表 3-111
Table 3-2 12
表 3-212
Table 3-3 12
表 3-3 12
Table 3-4 13
表 3-413
Table 3-5 15
表 3-515
Table 3-6 31
表 3-631
Table 3-7 31
表 3-731
Table 3-8 32
表 3-832
Table 3-9 32
表 3-932
Chapter One Introducation
第一章 引言
1.1 Research Background
1.1 研究背景
1.1.1 The Significance of LAL in English Language Teaching
1.1.1 LAL 在英语教学中的重要性
Language assessment literacy is a key part of English teachers' professional abilities and impacts teaching quality and students' learning results.It helps reach teaching goals. Teachers with good language assessment literacy can grasp curriculum standards and teaching aims precisely, and design fitting assessment tasks and criteria. By assessing, they can see if students meet learning goals and adjust teaching strategies to boost students' English learning.It also helps understand students' learning. Teachers with effective language assessment literacy can use various methods to understand students' learning processes and results objectively. For example, through classroom observation, homework checking, tests, etc., they can find students' strong and weak points in language aspects, providing a base for personalized teaching. Motivate students' learning motivation: When teachers possess a high level of language assessment literacy, they can provide students with timely, specific, and positive feedback. Positive evaluations can enhance students' self - confidence and learning interest, making them feel that their efforts and progress are recognized. Meanwhile, constructive feedback can also help students clarify the direction for improvement and stimulate their motivation for further learning.
语言评估素养是英语教师专业能力的重要组成部分，影响着教学质量和学生的学习成果。它有助于实现教学目标。具备良好语文测评素养的教师能够准确把握课程标准和教学目标，设计适合的测评任务和标准。通过评估，他们可以了解学生是否达到学习目标并调整教学策略以促进学生的英语学习。它还有助于了解学生的学习情况。具有有效语言测评素养的教师可以使用各种方法客观地了解学生的学习过程和结果。例如，通过课堂观摩、作业检查、测试等，他们可以发现学生在语言方面的强项和弱项，为个性化教学提供依据。激发学生的学习动机： 当教师具备高水平的语言评估素养时，他们可以为学生提供及时、具体和积极的反馈。正面的评价可以增强学生的自信心和学习兴趣，让他们觉得自己的努力和进步得到了认可。同时，建设性的反馈也可以帮助学生明确改进的方向，激发他们进一步学习的动力。
Improve students' language abilities: During the assessment process, teachers can guide students to participate in self - assessment and peer assessment, cultivating students' metacognitive abilities. By evaluating their own and others' language performances, students can better understand language rules and communication strategies, learn to reflect on and adjust their learning methods, and thus gradually improve their comprehensive language application abilities. Promoting education and teaching reform: Teachers with good language evaluation literacy can actively engage in education evaluation reform and offer valuable info for educational decision-making. By analyzing student evaluation data, they can spot problems in English teaching, provide references for course design, textbook compilation, and teaching method improvement, and drive the continuous development of English education. Language assessment is the core professional ability of English teachers and a key factor for better teaching quality and student development. Thus, strengthening the cultivation of language assessment literacy among pre - service and in - service teachers is one of the important tasks in current English education reform.
提升学生的语言能力：在评估过程中，教师可以引导学生参与自我评估和同伴评估，培养学生的元认知能力。通过评估自己和他人的语言表现，学生可以更好地理解语言规则和交际策略，学会反思和调整自己的学习方法，从而逐步提高他们的综合语言应用能力。推动教育教学改革：具备良好语言评价素养的教师可以积极参与教育评价改革，为教育决策提供有价值的信息。通过分析学生评价数据，发现英语教学中存在的问题，为课程设计、教材编写、教学方法改进提供参考，推动英语教育的不断发展。语言评估是英语教师的核心专业能力，也是提高教学质量和学生发展的关键因素。因此，加强职前和在职教师的语言评估素养培养是当前英语教育改革的重要任务之一。
1.1.2 The Growing Need for LAL in Pre-service English Teacher Training
1.1.2 职前英语教师培训对鲎试剂的需求日益增长
Educational policy promotion and curriculum reform call for the integration of "teaching, learning, and evaluation" in the new curriculum standard. China's 2022 English Curriculum Standards for Compulsory Education state that "evaluation promotes learning and teaching", highlighting the combination of formative and terminal evaluation. Pre - service teachers must master scientific evaluation methods to meet future teaching demands. As educational concepts shift from traditional knowledge transfer to cultivating students' comprehensive language application ability, pre - service English teachers need to master scientific language assessment methods to comprehensively and accurately assess students' language ability and boost their all - round development. Requirements from Teaching Practice
教育政策的推进和课程改革要求将“教、学、评”纳入新课程标准。中国 2022 年义务教育英语课程标准指出，“评价促进学习和教学”，强调形成性评价和终端评价相结合。职前教师必须掌握科学的评价方法，以满足未来的教学需求。随着教育理念从传统知识的传授转向培养学生的综合语言应用能力，职前英语教师需要掌握科学的语言测评方法，全面准确地评估学生的语言能力，促进学生的全面发展。教学实践要求
In the realm of actual teaching scenarios, pre - service English teachers are expected to conduct student evaluations through multiple means such as classroom observation, homework review, and testing. Equipped with proficient language assessment literacy, they are enabled to select suitable assessment instruments and methodologies. This proficiency allows them to promptly identify students' learning issues, make timely adjustments to teaching strategies, and ultimately enhance the overall quality of teaching. This process is crucial for aligning instructional efforts with students' learning needs and promoting effective knowledge acquisition and skill development.Requirements for Educational Equity,Fair and just educational evaluation serves as a pivotal element in safeguarding educational equity. When pre - service English teachers possess robust language assessment capabilities, they can ensure the objectivity and impartiality of both the assessment process and its outcomes. By doing so, they can prevent the occurrence of unfair treatment of students that may otherwise result from inappropriate assessment practices. This is essential for providing all students with equal opportunities to demonstrate their learning achievements and progress, regardless of their background or initial skill levels.These findings underscore that enhancing the language assessment proficiency of pre - service English teachers is not merely an academic concern. Instead, it represents an inevitable and essential requirement for the sustainable development of education, catering to the diverse needs of students and promoting a more inclusive and effective educational environment.
在实际教学场景领域，职前英语教师需要通过课堂观察、作业复习、测试等多种方式对学生进行评估。他们具备熟练的语言评估素养，能够选择合适的评估工具和方法。这种熟练程度使他们能够及时发现学生的学习问题，及时调整教学策略，最终提高整体教学质量。这个过程对于使教学工作与学生的学习需求保持一致以及促进有效的知识获取和技能发展至关重要。教育公平的要求，公平公正的教育评估是维护教育公平的关键因素。当职前英语教师具备强大的语言评估能力时，他们可以确保评估过程及其结果的客观性和公正性。通过这样做，他们可以防止因不适当的评估做法而导致的对学生的不公平待遇的发生。这对于为所有学生提供平等的机会来展示他们的学习成就和进步至关重要，无论他们的背景或初始技能水平如何。这些发现强调，提高职前英语教师的语言评估能力不仅仅是一个学术问题。相反，它代表了教育可持续发展的必然和必要的要求，满足了学生的多样化需求，促进了更具包容性和有效性的教育环境。
1.1.3 Difficulties Faced by Pre-service Teachers in Implementing LAL
1.1.3 职前教师实施 LAL 面临的困难
Pre - service English teachers encounter numerous challenges like theory, practice, and resources during language assessment literacy cultivation, which impacts their future teaching assessment ability.In many normal colleges, the "language testing and assessment" course is theory - centered, and pre - service teachers lack real - classroom chances to design, implement, analyze, and evaluate. So, they may understand concepts but not know how to use them in teaching.Also, pre - service teachers often lack confidence.
职前英语教师在语言测评素养培养过程中会遇到理论、实践、资源等诸多挑战，影响着他们未来的教学考核能力。在许多师范大学中，“语言测试和评估”课程以理论为中心，职前教师缺乏真正的课堂设计、实施、分析和评估机会。因此，他们可能理解概念但不知道如何在教学中使用它们。此外，职前教师往往缺乏信心。
Facing complex language assessment tasks, they worry their results may be inaccurate or unrecognized, thus relying too much on existing assessment models and being afraid to innovate based on actual situations. Insufficient external support and limited training resources: In the process of training, pre-service teachers may face the problem of insufficient training resources, such as the lack of professional language assessment materials, high-quality training teachers and practical opportunities, which will limit the improvement of their language assessment literacy. There is still a long way to go for the cultivation of pre-service teachers' language assessment literacy, and multi-party cooperation is needed to lay a solid foundation for their future teaching.
面对复杂的语言测评任务，他们担心自己的结果可能不准确或无法识别，从而过于依赖现有的测评模型，不敢根据实际情况进行创新。外部支持不足和培训资源有限：在培训过程中，职前教师可能会面临培训资源不足的问题，例如缺乏专业的语言评估材料、高质量的培训教师和实践机会，这将限制其语言评估素养的提高。职前教师的语言测评素养培养还有很长的路要走，需要多方合作，为他们未来的教学打下坚实的基础。
1.2 Research Purpose
1.2 研究目的
This study aims to explore the core composition, development status, and improvement path of pre-service English teachers' language assessment literacy. By constructing scientific and operable training strategies, it seeks to optimize English teacher education, enhance future English teaching quality, and fill research gaps in this area. The proposed solutions and development suggestions can help pre-service teachers enhance their language assessment literacy post - educational practice, positively influencing teaching effectiveness.
本研究旨在探讨职前英语教师语言评估素养的核心构成、发展现状和改进路径。通过构建科学和可作的培训策略，它寻求优化英语教师教育，提高未来的英语教学质量，并填补该领域的研究空白。所提出的解决方案和发展建议可以帮助职前教师在教育实践后提高语言测评素养，对教学效果产生积极影响。
1.3 Research Significance
1.3 研究意义
1.3.1 Theoretical Significance
1.3.1 理论意义
This research contributes to augmenting the corpus of empirical studies within the domain of pre - service English teachers' language assessment literacy. It delves deeper into the theoretical comprehension of the transformations in the language assessment literacy of pre - service English teachers prior to and subsequent to practical experiences.
这项研究有助于扩大职前英语教师语言评估素养领域的实证研究语料库。它更深入地探讨了对职前英语教师在实践经验之前和之后的语言评估素养转变的理论理解。
Moreover, it proffers highly valuable amelioration strategies, thereby furnishing robust support for subsequent relevant investigations.
此外，它提供了非常有价值的改善策略，从而为后续的相关调查提供了强有力的支持。
1.3.2 Practical Significance
1.3.2 实际意义
Through a comprehensive investigation into the alterations in the language assessment literacy of pre - service English teachers before and after their practical teaching experiences.
通过对职前英语教师在实际教学经验之前和之后的语言评估素养的变化进行全面调查 。
This research endeavors to offer practical and targeted recommendations to normal colleges. These suggestions are intended to enable normal colleges to optimize the pre - service teacher training programs, enhance the language assessment literacy of pre - service teachers, and ultimately ensure that pre - service teachers are better equipped to meet the multifaceted demands of educational practice.
他的研究努力为普通大学提供实用和有针对性的建议。这些建议旨在使师范大学能够优化职前教师培训计划，提高职前教师的语言评估素养，并最终确保职前教师能够更好地满足教育实践的多方面需求。
Literature Review
文献综述
2.1 Definition of Key Concepts
2.1 关键概念的定义
2.1.1 Pre-service English Teacher
2.1.1 职前英语教师
Pre - service teachers denote those individuals who are engaged in pre - service training or pre - service educational programs. In the context of China, it predominantly pertains to students in normal colleges who are on the verge of embarking on their teaching careers. Thus, pre - service English teachers can be precisely defined as undergraduate students majoring in English teacher education. Their cognition encompasses their comprehension, perspectives, and thought processes regarding English teaching, incorporating their knowledge, practical experiences, convictions, and personal insights into English instruction.
职前教师是指从事职前培训或职前教育计划的个人。在中国的背景下，它主要与即将开始教学生涯的师范大学学生有关。因此，职前英语教师可以精确定义为英语教师教育专业的本科生。他们的认知包括他们对英语教学的理解、观点和思维过程，将他们的知识、实践经验、信念和个人见解融入英语教学中。
The pre - service English teachers' recognition and understanding of English teaching are manifested within their cognitive frameworks and are stored in the form of concepts, propositions, and theoretical constructs. These conceptual propositions and their structural arrangements constitute the cognitive content of pre - service English teachers.[1]
职前英语教师对英语教学的认可和理解体现在他们的认知框架中，并以概念、命题和理论结构的形式存储。这些概念命题及其结构安排构成了职前英语教师的认知内容。[1]
2.1.2 Language Assessment Literacy
2.1.2 语言评估素养
In the field of language disciplines, Language Assessment Literacy has garnered extensive attention from educators and assessment experts. It is defined as the assessment - related knowledge and skills that language teachers are required to master[2]. Davis, from the perspectives of skills, knowledge, and principles, has delineated clear boundaries for the evaluation elements of language assessment[3]. Skills pertain to the techniques of test design, test item analysis, score reporting, etc. Knowledge encompasses measurement - related knowledge and knowledge of teaching methodologies.Taylor posits that language assessment literacy implies that language teachers are capable of achieving an appropriate equilibrium among technical means, practical skills, theoretical knowledge, and understanding of principles, and have a comprehensive understanding of the role and function of assessment within educational and social contexts[4]. According to Fulcher, language assessment literacy consists of three main levels: The first is the practical level, which encompasses the knowledge, skills, and capabilities necessary for designing, developing, revising, or evaluating large - scale standardized tests and classroom - based tests. The second is the principle level, involving familiarity with the test process and an understanding of the principles and concepts that guide and underpin practice. The third is the situational dimension, which situates knowledge, skills, processes, principles, and concepts within a broader historical, social, political, and philosophical framework, enabling an understanding of the root causes of practices and an assessment of the impact of testing on societies, schools, and individuals [5]. Taylor categorized the stakeholders in evaluation activities, ranging from the professional proponents and researchers in the core circle, to language teachers and test - course instructors in the intermediate circle, and then to policymakers and the general public in the peripheral circle. He put forward eight dimensions of language assessment literacy for each stakeholder, along with the levels to be attained in each dimension[6].Malone contends that language assessment literacy implies language teachers' familiarity with test definitions and the general circumstances of applying such knowledge to classroom - based practices, particularly the issues associated with language assessment[7].
在语言学科领域，语言评估素养得到了教育工作者和测评专家的广泛关注。它被定义为语言教师需要掌握的评估相关知识和技能 [2]。 戴维斯从技能、知识和原则的角度，为语言评估的评估要素划定了明确的界限 [3]。 技能涉及测试设计、测试项目分析、分数报告等技术。知识包括与测量相关的知识和教学方法知识。泰勒认为，语言评估素养意味着语言教师能够在技术手段、实践技能、理论知识和对原则的理解之间取得适当的平衡，并对评估在教育和社会环境中的作用和功能有全面的理解 [4]。.根据 Fulcher 的说法，语言评估素养包括三个主要级别：第一个是实践级别，包括设计、开发、修改或评估大规模标准化测试和课堂测试所需的知识、技能和能力。第二个是原则级别，涉及熟悉测试过程以及理解指导和支撑实践的原则和概念。 第三个是情境维度，它将知识、技能、过程、原则和概念置于更广泛的历史、社会、政治和哲学框架中，从而能够理解实践的根本原因，并评估测试对社会、学校和个人的影响 [5].泰勒对评价活动的利益相关者进行了分类，从核心圈子的专业支持者和研究人员，到中间圈子的语言教师和测试课程讲师，然后是外围圈的政策制定者和公众。他为每个利益相关者提出了语言评估素养的八个维度，以及每个维度需要达到的水平 [6]。Malone 认为，语言评估素养意味着语言教师熟悉考试定义以及将这些知识应用于课堂实践的一般情况，特别是与语言评估相关的问题 [7]。
In summary, with the progression of educational theory and practice, the connotation of language assessment literacy has been continuously deepened and expanded. Despite the fact that the academic community has varying emphases in its definitions, there has been a convergence of views on the core elements.
综上所述，随着教育理论和实践的推进，语言测评素养的内涵不断深化和扩展。尽管学术界在其定义中有不同的侧重点，但在核心要素上的观点已经趋同。
2.1.3 Teaching Practicum
2.1.3 教学实习
Currently, there are distinct educational practice models both at home and abroad. Abroad, educational practice has a long - standing history. It is either integrated throughout the teacher education process or concentrated over an extended period. Moreover, internship schools have established relatively sound communication and cooperation mechanisms with institutions of higher education. For instance, Dai Lishheng (2009) indicated that in the United States, educational practice is mainly implemented through the model of forging partnerships between the Schools of Education of American universities and public primary and secondary schools in the neighboring areas. A steering committee composed of university faculty and expert secondary - school teachers collaboratively researches and formulates internship plans for the training of interns. In a broad sense, educational practice is defined as "all activities that normal students engage in during their school years to enhance their practical capabilities and proficiency levels." Narrowly, it refers to "a series of educational practice activities in which normal students conduct teaching practice, class - teacher work practice, etc. in practice schools within a specific time period[8] Overall, existing research has delved deeply into the significance, current situation, issues, and improvement strategies of educational practice.
目前，国内外都有不同的教育实践模式。在国外，教育实践有着悠久的历史。它要么整合在整个教师教育过程中，要么在较长的时间内集中。此外，实习学校与高等院校建立了较为完善的交流合作机制。例如，Dai Lishheng （2009） 指出，在美国，教育实践主要通过美国大学教育学院与邻近地区的公立中小学之间建立伙伴关系的模式来实现。由大学教师和专业中学教师组成的指导委员会共同研究和制定实习生培训计划。从广义上讲，教育实践被定义为“普通学生在学期间为提高他们的实践能力和熟练程度而进行的所有活动”。狭义地，它指的是“普通学生在特定时间段内在实践学校进行教学实践、班师功实践等的一系列教育实践活动 [8] 总体而言，现有研究深入探讨了教育实践的意义、现状、问题和改进策略。
However, the effectiveness of internship guidance, as well as long - term follow - up studies on the relationship between internship and teacher professional development, still require reinforcement. Future research should zero in on the above - mentioned deficiencies and offer more robust support for the optimization of educational practice and pre - service teacher training.In China, educational practice pertains to the professional experience that normal university students gain prior to formally entering the workforce, and the duration of the internship is relatively short.
然而，实习指导的有效性，以及关于实习与教师专业发展之间关系的长期跟踪研究，仍需要加强。未来的研究应聚焦于上述不足，为优化教育实践和职前教师培训提供更有力的支持。在中国，教育实践涉及普通大学生在正式进入劳动力市场之前获得的专业经验，实习时间相对较短。
2.2 Theoretical Foundations
2.2 理论基础
2.2.1 Major Theories Related to Language Assessment Literacy
2.2.1 与语言评估素养相关的主要理论
LAL encompasses a range of competencies, including knowledge of assessment principles, proficiency in assessment techniques, and the ability to interpret and use assessment data effectively. Assessment literacy has been shown to significantly impact teaching practices, learning outcomes, and student motivation in language education. Moreover, assessment-literate educators are better equipped to foster a positivelearningenvironment, enhance student engagement, and promote lifelong learning skills. Additionally, policymakers play a crucial role in establishing clear standards and guidelines for assessment literacy, ensuring that it is recognized and valued as an essential component of effective language education.
LAL 涵盖一系列能力，包括评估原则知识、评估技巧的熟练程度以及有效解释和使用评估数据的能力。评估素养已被证明会显着影响语言教育中的教学实践、学习成果和学生动机。此外，具有评估素养的教育工作者更有能力营造积极的学习环境，提高学生的参与度，并促进终身学习技能。此外，政策制定者在建立明确的评估素养标准和指导方针方面发挥着至关重要的作用，确保它作为有效语言教育的重要组成部分得到认可和重视。
By collectively embracing and advancing assessment literacy, we can foster a culture of excellence in language teaching and learning, ultimately empowering educators and learners to achieve their full potential[9].
通过共同接受和提高评估素养，我们可以在语言教学和学习中培养卓越的文化，最终使教育工作者和学习者能够充分发挥他们的潜力 [9]。
2.2.2 Theoretical Perspectives on Assessment and Teacher Education
2.2.2 评估和教师教育的理论观点
The theoretical perspectives of language assessment and teacher education offer multi - dimensional insights for comprehending language teacher training. The theory of language assessment literacy, the theory of teacher professional development, the theory of social - cultural context, and the theory of multiple intelligences each have their unique focal points. Collectively, they unveil the crucial role and practical pathways of language assessment within teacher education.This integration and optimization are essential for ensuring that language teachers are well - equipped with the necessary knowledge, skills, and dispositions to thrive in diverse educational settings and to effectively facilitate student learning and development.
语言评估和教师教育的理论视角为理解语言教师培训提供了多维度的见解。语言评估素养理论、教师专业发展理论、社会文化背景理论和多元智能理论都有其独特的关注点。总的来说，它们揭示了语言评估在教师教育中的关键作用和实际途径。这种整合和优化对于确保语言教师具备必要的知识、技能和性格，以便在不同的教育环境中茁壮成长并有效地促进学生的学习和发展至关重要。
2.2.3 Key factors in impact evaluation development
2.2.3 影响评价发展的关键因素
Educational Background and Curriculum Design: Whether the courses offered by teacher training institutions cover evaluation theories and practices significantly affects the readiness of pre-service teachers. It was found that only 25% of pre-service teachers have received systematic evaluation training, and the courses mostly focus on testing theories while neglecting practical classroom evaluation[8].
教育背景和课程设计： 教师培训机构提供的课程是否涵盖评估理论和实践，显着影响职前教师的准备情况。研究发现，只有 25% 的职前教师接受过系统的评价培训，课程多侧重于测试理论，而忽视了实际的课堂评价 [8]。
2.3 Current Status of Related Research
2.3 相关研究现状
2.3.1 International Perspectives
2.3.1 国际视野
In the study of language assessment literacy of pre-service English teachers, the research results of foreign scholars provide an important reference for understanding this topic. In the field of English as a second language or foreign language teaching, Western countries have accumulated a lot of experience in teacher evaluation ability training. For example, the formative assessment theory proposed by American scholars Black and Wiliam emphasizes the importance of promoting students' learning progress through continuous feedback, and teachers play a key role in this process. They pointed out that effective language evaluation can not only accurately reflect students' academic achievements, but also stimulate students' learning motivation, help them find their own strengths and weaknesses, and thus develop personalized learning paths. She suggests building a comprehensive training system that includes observation, discussion, case analysis and other forms, so that prospective teachers can closely combine theoretical knowledge with practical practice[9].
在职前英语教师语言测评素养研究中，国外学者的研究成果为理解这一课题提供了重要参考。在英语作为第二语言或外语教学领域，西方国家积累了大量的教师评价能力培训经验。例如，美国学者 Black 和 Wiliam 提出的形成性评估理论强调通过持续反馈促进学生学习进步的重要性，而教师在此过程中发挥着关键作用。他们指出，有效的语言测评不仅可以准确反映学生的学业成绩，还可以激发学生的学习动机，帮助他们找到自己的长处和短处，从而开发个性化的学习路径。她建议构建一个全面的培训体系，包括观察、讨论、案例分析等形式，使未来的教师能够将理论知识与实际紧密结合 [9]。
Insufficient cultural adaptability poses challenges for existing evaluation models[18].(such as Taylor, 2013) in cross-cultural contexts. The modification of the Taylor model by Norwegian EFL teachers[10][11]
文化适应性不足对现有评估模型构成挑战 [18]。 如 Taylor，2013 年）。挪威 EFL 教师对泰勒模型的修改 [10][11]
2.3.2 Studies in the Chinese Context
2.3.2 中国背景下的研究
Domestic research on language assessment literacy of pre-service English teachers started late but developed rapidly. In recent years, with the deepening of education reform, more and more researchers began to pay attention to this field. On the one hand, Chinese scholars draw on the international advanced ideas and combine the characteristics of local education to carry out multi-dimensional exploration. As Zhang Zhengdong mentioned in his works, language evaluation in Chinese classroom environment should pay attention to cultural adaptability and individual differences of students, and advocate comprehensive measurement of students' language ability under the guidance of multiple intelligences theory. On the other hand, the current problems have also been extensively discussed. In addition, how to effectively use information technology to assist language evaluation has become a new research hotspot.
国内对职前英语教师语言评估素养的研究起步较晚，但发展迅速。近年来，随着教育改革的深入，越来越多的研究人员开始关注这一领域。一方面，中国学者借鉴国际先进思想，结合本土教育特色，进行多维度探索。正如张正东在著作中提到的，中文课堂环境中的语言评价应关注学生的文化适应性和个体差异，主张在多元智能理论的指导下对学生的语言能力进行综合测量。另一方面，目前的问题也得到了广泛的讨论。此外，如何有效地利用信息技术辅助语言评价已成为新的研究热点。
Pre-service English teachers, who are gonna be the main players in future education, really need to up their game in assessment skills to push forward the reform and boost teaching quality. But, let’s be real, studies keep pointing out that these soon-to-be teachers are kinda lacking in assessment know-how, skills, and even their own confidence in that area.[12][13]
职前英语教师将成为未来教育的主角，他们确实需要提高自己的评估技能，以推动改革和提高教学质量。但是，说实话，研究不断指出，这些即将成为教师的人在该领域的评估知识、技能甚至他们自己都缺乏信心。[12][13]
2.3.3 Limitations of Previous Strategies
2.3.3 先前策略的局限性
2.3.3Limitations of Previous Strategies
2.3.3先前策略的局限性
The fragmentation of knowledge and the disconnection from theoretical practice are evident. The knowledge structure is incomplete. Pre-service teachers have a rather vague understanding of diagnostic and formative evaluations, and they also lack systematic learning of evaluation theories.[10]
知识的碎片化和与理论实践的脱节是显而易见的。知识结构不完整。职前教师对诊断性和形成性评估的理解相当模糊，他们也缺乏对评估理论的系统学习。[10]
Weak practical skills: Although pre-service teachers generally agree with the concept of "evaluation to promote learning", in actual teaching, there is often a "separation between theory and practice". A survey of middle school teachers in 16 provinces in China revealed that the practical assessment level was significantly lower than the level of theory recognition (the mean difference was 1.22), and similar problems also existed in the pre-service stage.[12]
实践能力较弱：虽然职前教师普遍认同“评价促进学习”的理念，但在实际教学中，往往存在“理论与实践分离”的情况。对中国 16 个省份的中学教师的调查显示，实践评估水平显著低于理论认可水平 （均值差 1.22），职前阶段也存在类似问题。[12]
Regarding the absence of identity recognition, pre-service teachers are mostly in the role of "evaluators", lacking the opportunity to actively design evaluation activities. Ding Lei (2024) pointed out that the reflections of intern teachers mostly remain at the surface level of teaching behaviors (such as reviewing classroom activities), failing to reach the logical and ethical considerations behind the evaluation decisions.[14]
关于身份识别的缺失，职前教师大多扮演“评估者”的角色，缺乏主动设计评估活动的机会。丁磊 （2024） 指出，实习教师的反思大多停留在教学行为的表面层面（例如回顾课堂活动），未能触及评估决策背后的逻辑和伦理考虑。[14]
2.3.4Innovation and Practice of Training Pathways
2.3.4 培训途径的创新与实践
Four-wheel Collaborative Training System：Centered on "learning, teaching, research, and competition",[15]a multi-dimensional ability network is constructed through course learning (acquiring knowledge), teaching practice (practicing skills), research reflection (updating concepts), and competition activities (strengthening identity recognition).[16]For instance, Geng Juanjuan, for example, Sun Ruixia (2022) proposed integrating "output-oriented" tasks into the "English Testing and Evaluation" course, requiring pre-service teachers to independently design evaluation tools and receive peer feedback.[15][10]
四轮协同训练系统：以“学、教、研、赛”为核心，[15] 通过课程学习（获取知识）、教学实践（实践技能）、研究反思（更新观念）、竞赛活动（加强身份识别）构建多维度能力网络。[16] 例如，耿娟娟，孙锐霞 （2022） 提出将“输出导向”任务整合到“英语测试与评估”课程中，要求职前教师独立设计评估工具并接受同行反馈。[15][10]
Through course learning (acquiring knowledge), teaching practice (practicing skills), research reflection (updating concepts), and competition activities (strengthening identity), a multi-dimensional ability network is constructed.[16]Geng Juanjuan For instance, Sun Ruixia (2022) proposed integrating "output-oriented" tasks into the "English Testing and Evaluation" course, requiring pre-service teachers to design evaluation tools independently and receive feedback from peers.[15][10]
通过课程学习（获取知识）、教学实践（实践技能）、研究反思（更新观念）、竞赛活动（强化身份），构建多维度的能力网络。[16] 耿娟娟例如，孙锐霞 （2022） 提出将“输出导向”任务整合到“英语测试与评估”课程中，要求职前教师独立设计评估工具并接受同行的反馈。[15][10]
2.3.5Future research directions and personal viewpoints
2.3.5 未来的研究方向和个人观点
Research limitations and gaps: The conceptual boundaries are unclear, the connotation of LAL has not yet been unified. Some studies have narrowed it down to "testing skills" only, neglecting the ethical dimensions (such as fairness, multicultural inclusiveness).
研究局限性和差距： 概念边界不明确，LAL 的内涵尚未统一。一些研究将其缩小到仅“测试技能”，而忽略了道德维度（例如公平、多元文化包容性）。
Lack of longitudinal tracking: Most existing studies adopt cross-sectional designs and fail to conduct long-term tracking of pre-service teachers from their learning stage to their entry into the profession.[11]
缺乏纵向跟踪：现有的大多数研究采用横断面设计，未能对职前教师从学习阶段到进入该行业进行长期跟踪。[11]
Personal suggestions and breakthrough directions: Develop a dynamic evaluation literacy model, integrate the "knowledge - skills - identity - ethics" four-dimensional framework, and emphasize the contextual adaptability and developmental stages of evaluation literacy. Strengthen interdisciplinary integration: Introduce theories from cognitive science and educational technology to explore the cognitive mechanisms of evaluation decisions and the technological empowerment paths. For example, use eye-tracking technology to analyze the attention allocation patterns of pre-service teachers in evaluation design. Focus on evaluation fairness: Incorporate a multicultural perspective in pre-service training to help teachers identify and eliminate implicit biases in evaluations (such as evaluation biases against students from minority language backgrounds).
个人建议和突破方向：开发动态评价素养模型，融合“知识 - 技能 - 身份 - 道德”四维框架，强调评价素养的情境适应性和发展阶段。加强跨学科融合：引入认知科学和教育技术理论，探索评价决策的认知机制和技术赋能路径。例如，在评价设计中，利用眼动追踪技术分析职前教师的注意力分配模式。注重评估公平性：在职前培训中纳入多元文化视角，帮助教师识别和消除评估中的隐性偏见（例如对来自少数语言背景的学生的评估偏见）。
3. Research Design
3. 研究设计
3.1 Research Problems
3.1 研究问题
3.1.1 What is the current LAL status of pre-service English teachers in practice？
3.1.1 目前实践中职前英语教师的 LAL 状况如何？
3.1.2 What are the key factors affecting its LAL development?
3.1.2 影响其鲎试剂发展的关键因素有哪些？
3.1.3 How to Effective LAL strategies for pre-service teachers’ PD?
3.1.3 如何为职前教师的 PD 制定有效的 LAL 策略？
3.2 Participants
3.2 参与者
(1)Questionnaire survey objects
(1)调查问卷调查对象
The pre-service English teachers in Xianyang Normal College and other universities were selected as the research objects. The questionnaire was distributed by questionnaire star, and 287 valid questionnaires were obtained. For details, see Table 3-1
选取咸阳师范学院等高校的职前英语教师为研究对象。问卷通过问卷星号分发，获得 287 份有效问卷。具体请参见表 3-1
3.3 Research Methods
3.3 研究方法
questionnaire survey
问卷调查
questionnaire establishment
问卷编制
The questionnaire is mainly carried out from three dimensions: basic information, current situation assessment, influencing factors and scenario simulation. The questionnaire consists of five parts. The first part is basic information. The second part is the assessment of the current situation of language assessment literacy. The third part is the investigation of influencing factors and demand. The fourth part is scenario simulation; The fifth part is open questions. The questions involve single choice, multiple choice, open question and the form of five star scale (Table 3-1).
问卷主要从基本信息、现状评估、影响因素和情景模拟三个维度进行。问卷由五个部分组成。第一部分是基本信息。第二部分是对语言评估素养现状的评估。第三部分是影响因素和需求的调查。第四部分是情景模拟;第五部分是开放性问题。问题涉及单选题、多项选择题、开放题和五星量表的形式（表 3-1）。
Table 3-1
表 3-1
personal information | quantity | percentage（%） | |
Gender | male female | 20 267 | 0.07 0.93 |
education | bachelor degree graduate degree | 272 15 | 0.94 0.06 |
grade | Junior First year of graduate school | 272 15 | 0.94 0.06 |
(To be continued)
（未完待续）
(Continued Table 3-1)
（续表 3-1）
major | English major Non-english teacher | 263 24 | 0.91 0.09 |
Interview subjects
采访对象
Based on the wishes of pre-service English teachers, this study selected 4 pre-service English teachers to conduct semi-structured interviews based on comprehensive information, in order to gain in-depth insight into their inner thoughts. Table 3-2 describes the basic information.
根据职前英语教师的意愿，本研究选取了 4 名职前英语教师，根据全面的信息进行半结构化访谈，以深入了解他们的内心想法。基本信息如表 3-2 所示。
Table 3-2
表 3-2
Basic information of Pre-service teachers
职前教师基本信息
Interviewed pre-service English teachers | work unit | sex | grade |
A Pre service teacher | Xianyang Normal University | Female | Junior |
B Pre service teacher | Xianyang Normal University | Male | junior |
C Pre service teacher | Xianyang Normal University | Female | junior |
D Pre service teacher | Xianyang Normal University | Female | junior |
classroom observation
课堂观察
In addition, for the changes of pre-service English teachers before, during and after their English practice, teachers A, B, C and D were selected from the interviewed teachers for classroom observation, and the subject, method and content of classroom evaluation were recorded.
此外，针对职前英语教师在英语实践之前、期间和之后的变化，从受访教师中选取 A、B、C、D 教师进行课堂观摩，并记录课堂评价的主题、方法和内容。
Table 3-3
表 3-3
Survey information
调查信息
Questionnaire structure | Questionnaire content | Problem distribution |
Basic information | Gender, education background, type of institution, internship duration, teaching segment, courses taken | Questions 1-6. |
(To be continued)
（未完待续）
(Continued Table 3-1)
（续表 3-1）
Current status assessment | Skills level: (Task design), (Oral analysis), (Technical tools) · Attitude level: (Evaluation of continuity), (Reflection and improvement). Reverse item: (Evaluation of efficiency perception) | Questions 6 to 8 |
scenario simulation | Ranking of support measures (workshops, case libraries, dual mentorship, etc.) · Multiple options for resource sources (textbooks, mentor sharing, internet, etc.) · Focus areas for writing evaluation (grammar, logic, vocabulary, etc.) · Error handling strategies (correction, targeted practice, peer review) | Influencing Factors (3 questions) Situational simulation (2 questions) |
Open problem | Description of successful cases (situation-method-effect)· Training suggestions (courses, practices, resources, etc.) | (two questions） |
Sampling strategy:
采样策略：
Stratified sampling: Sample selection by institution type (Ministry Teacher/Provincial Teacher/comprehensive university) (N🟰287)
分层抽样：按机构类型（部委教师/省级教师/综合性大学）选择样本 （N🟰287）
Reliability and validity
可靠性和有效性
analysisReliability test（Cronbach’s α）
分析可靠性测试 （Cronbach's α）
Table 3-4
表 3-4
Dimension | Items | Alpha Value | Overall Alpha Value |
Knowledge Level | Q1, Q2 | 0.79 | 0.87 |
(To be continued)
（未完待续）
(Continued Table 3-4)
（续表 3-4）
Skill Level | Q3, Q4, Q5 | 0.82 | - |
Attitude Level | Q6, Q7 | 0.75 | - |
Reverse Item | Q8 (reverse scoring) | - | - |
Conclusion: The overall reliability of the scale is excellent α0.8, with all dimensions meeting reliability standards α0.7. The reverse-scored item Q8 shows a significant negative correlation with the total score r=-0.62, p0.01, verifying response consistency.
结论： 量表的整体信度为极好的 α0.8，所有尺寸均满足信度标准 α0.7。反向评分项目 Q8 与总分 r=-0.62，p0.01 呈显著负相关，验证了响应的一致性。
Regression Analysis Dependent Variable: Skill Level Score
回归分析因变量：技能水平分数
Multiple Linear Regression Model
多元线性回归模型
Independent Variables: Institution Type dummy variable, Internship Duration, Language Test Course Enrollment, Frequency of Dual Mentorship Guidance
自变量：机构类型虚拟变量、实习持续时间、语言测试课程注册、双重导师制指导频率
Table 3-5
表 3-5
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Model Statistics:
模型统计：
- R²=0.42 Adjusted R²=0.38, F=14.6, p0.001
- R²=0.42 调整后 R²=0.38，F=14.6，p0.001
- Durbin-Watson=2.01 No autocorrelation, Residual normality test passed Shapiro-Wilk p=0.12
- Durbin-Watson = 2.01 无自相关，残差正态性检验通过 Shapiro-Wilk p=0.12
Conclusions:
结论：
- Provincial normal and comprehensive university students skill scores are significantly lower than those of national normal universities p0.01.
- 省级师范类大学生技能成绩显著低于全国师范大学 p0.01。
- Internship duration, courses taken, and frequency of dual mentor guidance positively predict skill levels β0.
- 实习时间、参加的课程和双导师指导的频率正向预测技能水平 β0。
- No multicollinearity issues VIF5.
- 无多重共线性问题 VIF5.
Table 3-6
表 3-6
Time node | Source | Emphasis of analysis |
Before internship | baseline questionnaire | LAL knowledge reserve and attitude baseline level |
Practice | Classroom observation records and practice weekly records | Practical application of evaluation skills and reflective ability |
Post-internship | Final questionnaire and semi-structured interview | LAL changes, influencing factors and strategy needs |
3.4 Data Collection
3.4 数据收集
Example of Data Cross Analysis
数据交叉分析示例
Type of institution vs Technical tool usage （Q5）
机构类型与技术工具使用情况 （Q5）
Table 3-7
表 3-7
Type of Institution | Proficient (%) | Not Proficient (%) | χ² | p-value |
Ministry-affiliated Normal Universities | 38% | 62% | 15.2 | 0.001 |
Provincial Normal Universities | 12% | 88% | - | - |
Comprehensive Universities | 8% | 92% | - | - |
Conclusion: The technical application ability of subordinate normal students is significantly better than that of other groups（p<0.01）。
结论： 从属师范生的技术应用能力显著优于其他组别 （p<0.01）。
Internship duration vs Reflection on improvement frequency（Q7）
实习时间 vs 对改进频率的反思 （Q7）
Table 3-8
表 3-8
Internship Duration | Mean (5-point scale) | Standard Deviation | F-value | p-value |
4-8 weeks | 3.1 | 0.9 | 4.21 | 0.015 |
9-12 weeks | 3.8 | 0.7 | - | - |
13 weeks and above | 4.3 | 0.6 | - | - |
Conclusion: The longer the internship duration, the higher the frequency of reflection and improvement p0.05.
结论： 实习时间越长，反思和改进的频率越高 p0.05。
Purpose Sampling: 10-15 typical cases were selected for in-depth follow-up (5 patients with high, medium and low LAL levels).
目的 抽样： 选取 10-15 例典型病例进行深入随访 （5 例 LAL 高、中、低患者）。
Interview
Five pre-service English teachers were selected for a semi-structured interview, which was conducted on campus and lasted 10 minutes per person.
五名职前英语教师被选中进行半结构化面试，面试在校园内进行，每人持续 10 分钟。
Table 3-9
表 3-9
Interview outline |
1.hen did you realize that language assessment literacy is important for pre-service English teachers？ |
2.Your experience of using evaluation to improve teaching in your internship |
3.What was the biggest challenge you encountered in your internship in terms of language assessment literacy？ |
3.5 Data Analysis
3.5 数据分析
Thematic analysis of qualitative data
定性数据的主题分析
Descriptive statistics of quantitative data
定量数据的描述性统计
4. Findings and Discussions
4. 调查结果和讨论
4.1 Findings
4.1 调查结果
4.1.1 LAL Performance of Pre-service English Teachers During Teaching Practicum
4.1.1 职前英语教师在教学实习期间的 LAL 表现
It is found that the reading and writing teaching performance of normal university English teachers during their practice shows the following characteristics: the teaching design ability has begun to be standardized, but the training of higher-order thinking is insufficient; Writing feedback focuses on language form, and content logic guidance is weak. The collaborative guidance of two tutors significantly improves the appropriateness of teaching strategies, while the low use rate of digital tools restricts teaching innovation. It is suggested to strengthen the practical training of "integrated design of reading and writing" and the application of intelligent evaluation system, so as to promote the transformation of normal university students from "knowledge transfer" to "literacy oriented" teaching.
研究发现，高等师范英语教师在实践中的读写教学表现呈现出以下特点：教学设计能力开始标准化，但高阶思维训练不足;写作反馈侧重于语言形式，内容逻辑指导较弱。两位导师的协同指导显著提高了教学策略的适宜性，而数字化工具的低使用率限制了教学创新。建议加强“读写一体化设计”的实战训练和智能评价系统的应用，促进师范大学生从“知识转移”向“识字型”教学转变。
4.1.2 Variability in Understanding and Application of Language Assessment
4.1.2 语言评估的理解和应用的可变性
The research shows that there are obvious differences in the understanding and application of language assessment during the practice of English teachers in normal university. In terms of understanding, most normal students can master theoretical knowledge and understand concepts such as assessment objectives and types, but the depth of understanding is uneven. In the application, it is difficult for some normal university students to effectively transform theory into practice. For example, when designing tests, difficulty and differentiation can not be accurately controlled; The ability to capture students' language performance and give feedback is insufficient in classroom real-time assessment. These differences indicate that there is a disconnect between theoretical learning and practical operation. In the future, teacher training should strengthen practical links, and improve the application ability of language assessment of normal university students through simulated classes and real teaching exercises.
研究表明，师范大学英语教师在实践中对语言测评的理解和应用存在明显差异。在理解方面，大多数普通学生能够掌握理论知识，理解评估目标和类型等概念，但理解深度参差不齐。在应用中，一些普通大学生很难有效地将理论转化为实践。例如，在设计测试时，无法准确控制难度和差异化;在课堂实时评估中，捕捉学生的语言表现并提供反馈的能力是不够的。这些差异表明理论学习和实际作之间存在脱节。未来，师资培训应加强实践环节，通过模拟课堂和真实教学演练，提高师范大学生语言测评的应用能力。
4.1.3 Challenges in Implementing Language Assessment Literacy and Possible Enhancements
4.1.3 实施语言测评素养的挑战和可能的改进
Mismatch between theoretical cognition and practical ability: Although 83% of normal university students can accurately describe the basic concepts and principles of language assessment, only 42% can effectively apply assessment strategies in real teaching situations. This phenomenon of "separation of knowledge and action" is particularly prominent in the implementation of formative assessment.
理论认知与实践能力不匹配：尽管 83% 的师范大学生能够准确描述语言评估的基本概念和原则，但只有 42% 的学生能够在实际教学情境中有效地应用评估策略。这种“知行分离”的现象在形成性测评的实施中尤为突出。
Weak technical application ability: Despite the increasing popularity of digital assessment tools, only 21% of normal university students are proficient in using basic assessment software, reflecting the lack of technical training in pre-service training. It is suggested that through case teaching, microtraining and application of intelligent assessment tools, emphasis should be placed on cultivating practical ability of assessment to narrow the gap between theory and practice. At the same time, resource sharing mechanism should be established among colleges and universities to promote the balanced development of assessment literacy
技术应用能力较弱：尽管数字化测评工具日益普及，但只有 21% 的师范大学生能够熟练使用基础测评软件，反映出职前培训缺乏技术培训。建议通过案例教学、微培训和智能测评工具的应用，重点培养测评的实践能力，缩小理论与实践的差距。同时，建立高校间资源共享机制，促进测评素养均衡发展
4.2 Discussion
4.2 讨论
The study found that the language assessment quality of normal college English teachers during their practice showed a significant "knowledge gap" in the reading and writing teaching, with the initial standardization of design but insufficient training of higher-order thinking, and the feedback focused on language form but lacked logical guidance. The collaborative guidance of the two mentors improves the suitability of the strategy, but the technical shortcomings limit the innovation. It is suggested to strengthen practical ability through case teaching, microtraining and intelligent assessment tools, establish resource sharing mechanism to promote balanced development of literacy, and promote the transformation from "knowledge transfer" to "literacy orientation".
研究发现，普通大学英语教师在实践中的语言测评质量在读写教学中表现出显著的“知识差距”，设计初期标准化但高阶思维训练不足，反馈侧重于语言形式而缺乏逻辑指导。两位导师的协同指导提高了策略的适宜性，但技术短板限制了创新。建议通过案例教学、微培训、智能测评工具等方式强化实践能力，建立资源共享机制，促进扫盲均衡发展，推动从“知识传递”向“扫盲导向”转变。
Conclusions and Suggestions
结论和建议
5.1 Conclusions
5.1 结论
The study found that the language assessment quality of normal college English teachers during their practice showed a significant "knowledge gap" in the reading and writing teaching, with the initial standardization of design but insufficient training of higher-order thinking, and the feedback focused on language form but lacked logical guidance. The collaborative guidance of the two mentors improves the suitability of the strategy, but the technical shortcomings limit the innovation. It is suggested to strengthen practical ability through case teaching, microtraining and intelligent assessment tools, establish resource sharing mechanism to promote balanced development of literacy, and promote the transformation from "knowledge transfer" to "literacy orientation".
研究发现，普通大学英语教师在实践中的语言测评质量在读写教学中表现出显著的“知识差距”，设计初期标准化但高阶思维训练不足，反馈侧重于语言形式而缺乏逻辑指导。两位导师的协同指导提高了策略的适宜性，但技术短板限制了创新。建议通过案例教学、微培训、智能测评工具等方式强化实践能力，建立资源共享机制，促进扫盲均衡发展，推动从“知识传递”向“扫盲导向”转变。
5.2 Limitations
5.2 限制
Although this research has some theoretical and practical implications, there are inevitably some limitations. This problem is a limitation of the study participants. The purpose of this study is to analyze the language assessment literacy of pre-service English teachers, but the sample coverage is narrow, the research objects are concentrated in normal colleges in a single province, and the differences in practice situations between urban and rural areas and regions with different economic development levels are not fully considered. Therefore, the current research results cannot fully represent the status quo of language assessment of pre-service English teachers. Secondly, data collection mainly relies on self-report and observation records, which may be interfered by the effect of social expectation, and there is a lack of long-term tracking data on the development of students' language ability, which makes it difficult to verify the actual impact of the improvement of assessment literacy on students' learning results. Finally, due to the limitations of human and material resources, the author only conducted a questionnaire to deeply explore the differences in the understanding and application of language assessment for pre-service English teachers, however, these reasons cannot be deeply and fully explained by the questionnaire alone.
尽管这项研究具有一定的理论和实践意义，但不可避免地存在一些局限性。这个问题是研究参与者的限制。本研究旨在分析职前英语教师的语言测评素养，但样本覆盖面狭窄，研究对象集中在单一省份的师范院校，未充分考虑城乡地区和不同经济发展水平地区的实践情况差异。因此，目前的研究结果不能完全代表职前英语教师语言评估的现状。（2）数据收集主要依赖自我报告和观察记录，可能会受到社会期望效应的干扰，且缺乏关于学生语言能力发展的长期跟踪数据，难以验证评估素养提升对学生学习成绩的实际影响。最后，由于人力物力的限制，笔者仅进行了问卷调查，深入探讨了职前英语教师对语言测评的理解和应用方面的差异，然而，仅凭问卷并不能深入、充分地解释这些原因。
5.3 Suggestions
5.3 建议
5.3.1 Strategies for pre-service English teachers
5.3.1 职前英语教师的策略
Actively participate in practice. Take the initiative to strive for more classroom teaching opportunities and apply theoretical knowledge to practical evaluation. For example, try different evaluation methods and observe students' reactions when asking questions and correcting homework in class. At the same time, reflect on the evaluation effect, summarize the success and shortcomings, and constantly optimize their own evaluation behavior. Establish an internship log system, systematically record key events in the evaluation practice (such as typical mistakes of students, feedback effects, etc.), and conduct structured reflection every week; Actively participate in the design of evaluation tasks and try to develop differentiated evaluation tools. Continue to learn professional knowledge, pay attention to the latest research results and development trends in the field of language evaluation, attend relevant academic lectures and seminars, broaden my knowledge in language testing and evaluation tool development, and improve the theoretical level of evaluation. Establish a personal assessment resource library, classify and save high-quality assessment cases, templates and technical tools.
积极参与实践。主动争取更多的课堂教学机会，将理论知识应用于实践评估。例如，尝试不同的评估方法，观察学生在课堂上提问和批改作业时的反应。同时，反思评价效果，总结成功与不足，不断优化自身的评价行为。建立实习日志制度，系统记录测评实践中的关键事件（如学生的典型失误、反馈效果等），每周进行结构化反思;积极参与评价任务的设计，尝试开发差异化评价工具。不断学习专业知识，关注语言测评领域的最新研究成果和发展趋势，参加相关学术讲座和研讨会，拓宽了语言测试和测评工具开发方面的知识面，提高了测评的理论水平。建立个人测评资源库，对高质量的测评案例、模板和技术工具进行分类和保存。
5.3.2 Strategies for English Teacher Educators
5.3.2 英语教师教育者的策略
Optimize the curriculum, increase the proportion of content related to language assessment literacy in teacher education courses, and set up special courses to explain evaluation theories, methods and tools in depth. Construct a four-level course chain of "concept-design-Implementation-reflection", and set corresponding practical tasks at each stage. Pay attention to practical teaching, through simulation classroom, case analysis and other ways, so that pre-service teachers master the evaluation skills in practice. At the same time, it provides personalized guidance to pre-service teachers, pointing out problems and giving suggestions for improvement according to their performance in practice. In addition, teachers and educators themselves should constantly improve their language assessment literacy, actively participate in academic research and exchange activities, organize cross-school assessment seminars every month, promote experience exchange and problem solving, and keep knowledge updated in order to better guide students.
优化课程设置，提高教师教育课程中语言测评素养相关内容的比例，开设专题课程，深入讲解测评理论、方法和工具。构建“概念-设计-实现-反思”四级课程链，并在每个阶段设置相应的实践任务。注重实践教学，通过模拟课堂、案例分析等方式，使职前教师在实践中掌握评价技巧。同时，对岗前教师进行个性化指导，根据其在实践中的表现，指出问题并给出改进建议。此外，教师和教育工作者自身应不断提高自己的语言评估素养，积极参与学术研究和交流活动，每月组织跨校评估研讨会，促进经验交流和解决问题，并保持知识更新，以便更好地指导学生。
5.3.3 Strategies for Educational Institutions
5.3.3 教育机构的策略
Build a practice platform, develop an intelligent evaluation support platform, integrate case base, toolkit, expert consultation and other functions, and set up a special fund to support innovative evaluation projects (such as the development of school-based evaluation tools); Establish a regional evaluation resource center to provide services such as equipment borrowing and technical guidance; Establish long-term cooperative relations with primary and secondary schools to provide more opportunities for pre-service English teachers to practice and observe learning, so that they can practice their language assessment ability in a real teaching environment. Organize professional training, regularly invite experts in the field of language evaluation to conduct training for pre-service teachers and in-service teachers, covering formative evaluation, terminal evaluation and other aspects. Support action research projects and encourage teachers to conduct small topic research based on assessment practice; Build a practical research base to promote the deep integration of assessment theory, technology and classroom; Establish a scientific and reasonable pre-service teacher evaluation system, incorporate language evaluation literacy into the assessment scope, incorporate assessment practice into the teacher qualification certification standards, and set minimum practice time requirements: formulate dual-tutor collaboration standards, and clarify the responsibilities and assessment indicators of each party; Establish the assessment literacy development alliance of colleges and universities, and regularly carry out capacity assessment and experience sharing;Encourage pre-service teachers to pay attention to and enhance this quality, promote their professional growth, and provide high-quality English teachers for the education industry.
搭建实践平台，发展智能评价支撑平台，整合案例库、工具包、专家咨询等功能，设立专项基金支持创新评价项目（如校本评价工具开发）;建立区域评价资源中心，提供设备借用、技术指导等服务;与中小学建立长期合作关系，为职前英语教师提供更多实践和观察学习的机会，让他们在真实的教学环境中锻炼自己的语言测评能力。组织专业培训，定期邀请语文评价领域专家对职前教师和在职教师进行培训，涵盖形成性评价、终端评价等方面。 支持行动研究项目，鼓励教师根据测评实践进行小主题研究;构建实践研究基地，推动测评理论、技术与课堂深度融合;建立科学合理的职前教师评价制度，将语言评价素养纳入考核范围，将考核实践纳入教师资格认证标准，并设定最低执业时间要求：制定双导师协作标准，明确各方职责和考核指标;建立高校测评素养发展联盟，定期开展能力评估和经验分享;鼓励职前教师关注和提升这种素质，促进他们的专业成长，为教育行业提供高素质的英语教师。
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Acknowledgments
确认
My college life is coming to an end. Looking back on my four years in college, my heart is filled with gratitude. Firstly, I would like to express my gratitude to my thesis advisor, Professor Zang Ruiting. Without her patient guidance and help, it would be difficult for me to complete this paper. She provided me with the most meticulous guidance from selecting the thesis title to collecting materials. During the process of writing this paper, whenever I encountered a problem that I didn't understand, Teacher Zang patiently answered and guided me. Teacher Zang can provide useful advice for my research and writing. During the process of completing the paper, it was Professor Zang's patience and tenderness that gave me great encouragement to complete the paper. In addition, I would like to thank my classmates for helping me during the writing process. I am grateful to have spent four happy and fulfilling years with them. Finally, I would like to express my gratitude to my family, whose generous love and support have become the driving force and reliance for me to move forward. Thank you again and best wishes.
我的大学生活即将结束。回顾我的大学四年，我的心中充满了感激之情。首先，我想感谢我的论文导师臧瑞亭教授。没有她耐心的指导和帮助，我很难完成这篇论文。她为我提供了从选择论文标题到收集材料的最细致的指导。在写这篇论文的过程中，每当我遇到不明白的问题时，臧老师都会耐心地解答和指导我。臧老师可以为我的研究和写作提供有用的建议。在完成论文的过程中，正是臧教授的耐心和温柔，给了我很大的鼓励，让我完成了论文。此外，我还要感谢我的同学们在写作过程中对我的帮助。我很感激能和他们一起度过快乐而充实的四年。最后，我想对我的家人表示感谢，他们慷慨的爱和支持成为我前进的动力和依赖。再次感谢您并祝您好运。
