讲座人： Professor Alister Cumming（OISE, University of Toronto）

时  间： 2015年6月2日（周二）下午2:00-4:00  

地  点： 图书馆3层学术报告厅

讲座摘要：

Eight conceptually-distinct options exist for relating assessments of writing to teaching and learning in programs of language education, each fulfilling different but interrelated purposes.  Assessment purposes may either be normative, formative, or summative. Eight established assessment practices related to writing curricula are: In educational practices these assessment options often converge, and their combinations may even be necessary to achieve effective instruction and program organization, but their purposes and conceptualizations are easily confused.  For these reasons, assessors, educators, and students need to distinguish the respective values, functions, and limitations of each assessment option so as to avoid confusing them when making particular policy and pedagogical decisions