遼寧省專升本2025年英語（師范）英語教育評估實(shí)踐試卷（含答案）考試時間：______分鐘總分：______分姓名：______第一部分：語言知識運(yùn)用directions:Readthefollowingpassagescarefullyandchoosethebestword(orwords)tofillineachblank.1.Thenewteachingmethodseemstoimprovestudents'__________inlearningEnglishvocabulary.A.abilityB.abilitiesC.abilitysD.abilites2.Effectiveassessmentshouldprovidestudentswithtimelyand__________feedbacktoguidetheirlearning.A.usefulB.usefullC.usefulnessD.moreuseful3.Formativeassessmentisprimarily__________tomonitorstudentlearningandprovideinstructionaladjustments.A.designedB.designC.designingD.todesign4.Teachersoftenusequestionnairestogatherstudents'__________abouttheteachingprocess.A.opinionB.opinionsC.thinkD.thinking5.Agoodassessmenttoolmustpossesshigh__________toensureitmeasureswhatitintendestomeasure.A.reliabilitB.reliableC.reliabilityD.morereliable6.Portfolioscan__________awiderangeofstudentworkovertime,offeringacomprehensiveviewoftheirdevelopment.A.includesB.includeC.includingD.included7.Itisimportantforlanguageteacherstounderstandthe__________betweenformativeandsummativeassessment.A.differentB.differenceC.differentlyD.differentiate8.同伴互評canhelpstudentsdevelop__________andcriticalthinkingskillsbyhavingthemevaluateeachother'swork.A.communicationB.communicationsC.communicateD.communicative9.Theeffectivenessofanassessmentliesnotonlyinits__________butalsoinitsapplicationintheclassroom.A.developmentB.developedC.developingD.developmental10.__________assessmentfocusesoncomparingstudents'performanceagainstafixedstandardorcriterion.A.Norm-referencedB.Criterion-referencedC.FormativeD.Summative第二部分：閱讀理解directions:Readthefollowingpassageandanswerthequestionsbasedontheinformationprovidedinthepassage.Theroleofassessmentinlanguageteachinghasevolvedsignificantlyovertheyears.Traditionally,assessmentwasprimarilyseenasameansofsummingupstudentlearningattheendofaninstructionalunit,oftenthroughstandardizedtests.Thesetests,whileprovidingameasureofstudents'overallachievement,oftenfailedtoprovidetheongoingfeedbacknecessaryforeffectivelearning.Morerecently,therehasbeenastrongemphasisonformativeassessment,whichaimstomonitorstudentprogressandprovidefeedbackthatcanbeusedtoadjustteachingandlearningstrategiesduringtheinstructionalprocess.Formativeassessmenttechniquesarediverseandcanbeintegratedseamlesslyintodailyteachingactivities.Theseincludetechniquessuchasquestioning,discussion,observation,andtheuseofexittickets.Questioning,forexample,canbeusedtocheckunderstandingandpromptcriticalthinking.Observationsallowteacherstogaugestudentengagementandidentifyareaswherestudentsarestruggling.Exittickets,shortwrittenreflectionscompletedattheendofalesson,provideteacherswithvaluablefeedbackonwhatstudentshavelearnedandwhattheystillfindchallenging.Despitethebenefitsofformativeassessment,itseffectiveimplementationrequirescarefulplanningandteachertraining.Teachersneedtobeequippedwiththeskillstodesignappropriateassessmenttasksandinterpretthefeedbacktheyreceive.Additionally,studentsneedtobetaughthowtousethefeedbacktoinformtheirownlearning.Whenimplementedeffectively,formativeassessmentcancreateadynamiclearningenvironmentwhereassessmentisseenasanaturalpartofthelearningprocess,notasanisolatedevent.11.Accordingtothepassage,whathasbeentheprimarypurposeoftraditionalassessmentinlanguageteaching?12.Whatisthemaincharacteristicofformativeassessmentmentionedinthepassage?13.Theword"summingup"inthefirstparagraphisclosestinmeaningto:14.Whyisteachertrainingimportantfortheeffectiveimplementationofformativeassessment?15.Whatdoesthepassagesuggestabouttherelationshipbetweenassessmentandlearning?第三部分：英語教育評估理論與實(shí)踐directions:AnswerthefollowingquestionsbasedonyourunderstandingofEnglisheducationassessmenttheoryandpractice.16.Explainthedifferencebetweennorm-referencedandcriterion-referencedassessment.ProvideanexampleofeachtypeofassessmentinthecontextofEnglishlanguageteaching.17.Discusstheroleoffeedbackinassessment.Howshouldfeedbackbeprovidedtomaximizeitseffectivenessinpromotingstudentlearning?18.Describeoneformofalternativeassessment(otherthantraditionaltests)thatcanbeusedinEnglishlanguageteaching.Explainhowthisassessmentmethodbenefitsstudentsandteachers.19.WhyisitimportantforEnglishteacherstoconductregularself-assessmentandreflectionontheirteachingpractices?Whataresomemethodstheycanuseforthispurpose?20.Imagineyouareteachingagroupofbeginners.Describehowyouwoulddesignasimpleformativeassessmentactivityforasinglelessontocheckstudents'understandingofbasicsentencestructures.Focusonthepurposeoftheactivityandhowyouwouldusetheresultstoadjustyourteaching.第四部分：寫作directions:Writeanessayofabout150-200wordsonthetopicbelow.Topic:TheImportanceofAuthenticAssessmentinLanguageLearning---試卷答案第一部分：語言知識運(yùn)用1.A*解析：空格處需要填入一個名詞作定語修飾“students'learning”。選項(xiàng)A"ability"是名詞，表示能力，符合語法結(jié)構(gòu)。B"abilities"是復(fù)數(shù)，但前面缺少冠詞；C"abilitys"是拼寫錯誤；D"abilites"是拼寫錯誤。因此，A為正確答案。2.A*解析：空格處需要填入一個形容詞作表語修飾名詞"feedback"。選項(xiàng)A"useful"是形容詞，意為“有用的”，符合語法和語境。B"usefull"是拼寫錯誤；C"usefulness"是名詞；D"moreuseful"是比較級形式，但此處不適用。因此，A為正確答案。3.B*解析：空格處需要填入一個過去分詞作表語，說明主語"Formativeassessment"與動詞"design"的關(guān)系。選項(xiàng)B"design"是過去分詞，表示“被設(shè)計(jì)的”，符合語法結(jié)構(gòu)，意為形成性評估是旨在監(jiān)測學(xué)習(xí)的。A"designed"也是過去分詞，但此處不定式作表語更符合語境，表示評估的主要目的是為了設(shè)計(jì)來監(jiān)控學(xué)習(xí)。C"designing"是現(xiàn)在分詞；D"todesign"是不定式，但通常用于目的狀語，此處作表語不合適。因此，B為正確答案。4.B*解析：空格處需要填入一個名詞作動詞"gather"的賓語。選項(xiàng)B"opinions"是名詞復(fù)數(shù)，意為“觀點(diǎn)”，符合語法和語境，意為教師使用問卷收集學(xué)生的觀點(diǎn)。A"opinion"是單數(shù)，數(shù)上不符；C"think"是動詞或名詞；D"thinking"是動名詞或名詞形式。因此，B為正確答案。5.C*解析：空格處需要填入一個名詞作介詞"between"的賓語。選項(xiàng)C"reliability"是名詞，意為“可靠性”，符合語法和語境。A"reliabilit"是拼寫錯誤；B"reliable"是形容詞；D"morereliable"是比較級形容詞。因此，C為正確答案。6.B*解析：空格處需要填入一個動詞原形作動詞"can"的賓語。選項(xiàng)B"include"是動詞原形，符合語法結(jié)構(gòu)，意為檔案袋可以包含學(xué)生的作品。A"includes"是第三人稱單數(shù)；C"including"是動名詞；D"included"是過去分詞。因此，B為正確答案。7.B*解析：空格處需要填入一個名詞作介詞"between"的賓語。選項(xiàng)B"difference"是名詞，意為“區(qū)別”，符合語法和語境，意為理解形成性評估和總結(jié)性評估之間的區(qū)別很重要。A"different"是形容詞；C"differently"是副詞；D"differentiate"是動詞。因此，B為正確答案。8.A*解析：空格處需要填入一個名詞作動詞"develop"的賓語。選項(xiàng)A"communication"是名詞，意為“交流能力”，符合語法和語境，意為同伴互評可以幫助學(xué)生發(fā)展交流能力。B"communications"是名詞復(fù)數(shù)；C"communicate"是動詞原形；D"communicative"是形容詞。因此，A為正確答案。9.A*解析：空格處需要填入一個名詞作動詞"is"的表語。選項(xiàng)A"development"是名詞，意為“發(fā)展；開發(fā)”，符合語法和語境，意為評估的有效性不僅在于其發(fā)展過程，還在于其在課堂中的應(yīng)用。B"developed"是過去分詞；C"developing"是現(xiàn)在分詞；D"developmental"是形容詞。因此，A為正確答案。10.B*解析：空格處需要填入一個形容詞作定語修飾名詞"assessment"。選項(xiàng)B"Criterion-referenced"是形容詞，意為“標(biāo)準(zhǔn)參照的”，符合語法和語境。A"Norm-referenced"也是形容詞，意為“常模參照的”，但題干描述的是與固定標(biāo)準(zhǔn)比較，故標(biāo)準(zhǔn)參照更符合。C"Formative"和D"Summative"也是形容詞，但分別指形成性評估和總結(jié)性評估，與題干描述不完全吻合。因此，B為正確答案。第二部分：閱讀理解11.Theprimarypurposeoftraditionalassessmentinlanguageteachingwastosumupstudentlearningattheendofaninstructionalunit.*解析：根據(jù)文章第一段第一句“Thetraditionalviewofassessmentwasprimarilyseenasameansofsummingupstudentlearningattheendofaninstructionalunit,oftenthroughstandardizedtests.”可知，傳統(tǒng)評估的主要目的是在指令單元結(jié)束時總結(jié)學(xué)生的學(xué)習(xí)情況。12.Themaincharacteristicofformativeassessmentmentionedinthepassageisthatitaimstomonitorstudentprogressandprovidefeedbacktoadjustteachingandlearningstrategiesduringtheinstructionalprocess.*解析：根據(jù)文章第一段第二句“Morerecently,therehasbeenastrongemphasisonformativeassessment,whichaimstomonitorstudentprogressandprovidefeedbackthatcanbeusedtoadjustteachingandlearningstrategiesduringtheinstructionalprocess.”可知，形成性評估的主要特點(diǎn)是在教學(xué)過程中監(jiān)控學(xué)生學(xué)習(xí)進(jìn)度并提供反饋，以便調(diào)整教學(xué)和學(xué)習(xí)策略。13.Theword"summingup"inthefirstparagraphisclosestinmeaningtosummarizingorcalculatingatotal.*解析：根據(jù)上下文，“summingupstudentlearning”指的是對學(xué)生的學(xué)習(xí)情況進(jìn)行總結(jié)或概括，即對學(xué)習(xí)成果進(jìn)行總體的評價和計(jì)算。因此，“summingup”最接近的意思是“總結(jié)”或“計(jì)算總數(shù)”。14.Teachertrainingisimportantfortheeffectiveimplementationofformativeassessmentbecauseteachersneedtobeequippedwiththeskillstodesignappropriateassessmenttasksandinterpretthefeedbacktheyreceive.*解析：根據(jù)文章第三段第一句“Despitethebenefitsofformativeassessment,itseffectiveimplementationrequirescarefulplanningandteachertraining.Teachersneedtobeequippedwiththeskillstodesignappropriateassessmenttasksandinterpretthefeedbacktheyreceive.”可知，形成性評估的有效實(shí)施需要精心規(guī)劃和教師培訓(xùn)，因?yàn)榻處熜枰邆湓O(shè)計(jì)適當(dāng)評估任務(wù)和解釋他們所收到反饋的技能。15.Thepassagesuggeststhatassessmentisnotanisolatedeventbutanintegralpartofthelearningprocess.*解析：根據(jù)文章最后一句“Whenimplementedeffectively,formativeassessmentcancreateadynamiclearningenvironmentwhereassessmentisseenasanaturalpartofthelearningprocess,notasanisolatedevent.”可知，當(dāng)有效實(shí)施時，形成性評估可以創(chuàng)造一個動態(tài)的學(xué)習(xí)環(huán)境，在這個環(huán)境中，評估被視為學(xué)習(xí)過程的一個自然組成部分，而不是一個孤立的事件。這表明評估不是孤立的事件，而是學(xué)習(xí)過程的一個組成部分。第三部分：英語教育評估理論與實(shí)踐16.Norm-referencedassessmentcomparesstudents'performanceagainstotherstudents,typicallydeterminingtheirrelativestandingwithinagroup.AnexampleinEnglishlanguageteachingcouldberankingstudentsbasedontheirscoresonastandardizedtestlikeTOEFLorIELTS,wherethefocusisonhowstudentsperformcomparedtoanormgroup.Criterion-referencedassessment,ontheotherhand,comparesstudents'performanceagainstapredefinedstandardorcriterion.AnexampleinEnglishlanguageteachingcouldbeassessingstudents'writingbasedonaspecificrubricthatoutlinestherequirementsfordifferentlevelsofproficiency,suchasaccuracy,organization,andvocabularyuse.*解析：此題考查對兩種評估類型的理解。首先解釋常模參照評估和標(biāo)準(zhǔn)參照評估的定義，然后用英語教學(xué)中的例子說明。常模參照評估是學(xué)生之間比較，例如根據(jù)標(biāo)準(zhǔn)化考試（如托?；蜓潘迹┑姆?jǐn)?shù)排名。標(biāo)準(zhǔn)參照評估是學(xué)生表現(xiàn)與預(yù)定標(biāo)準(zhǔn)比較，例如根據(jù)具體的評分標(biāo)準(zhǔn)（如寫作評分細(xì)則）評估學(xué)生的寫作。17.Feedbackinassessmentplaysacrucialroleinpromotingstudentlearning.Itshouldbeprovidedinatimelymanner,specific,actionable,andencouraging.Effectivefeedbackhelpsstudentsunderstandtheirstrengthsandareasforimprovement,guidestheminadjustingtheirlearningstrategies,andmotivatesthemtocontinuelearning.Feedbackshouldbefocusedonthelearningprocessandcontent,ratherthanjustthegrade.Itshouldbedeliveredinawaythatisunderstandableandconstructive,avoidingcriticismthatmightdiscouragestudents.Whenstudentsreceivemeaningfulfeedback,theycanreflectontheirlearning,makeadjustments,andimprovetheirperformanceovertime.*解析：此題考查反饋的作用和有效性。首先強(qiáng)調(diào)反饋的重要性，然后列舉有效反饋的特點(diǎn)：及時性、具體性、可操作性、鼓勵性。接著說明有效反饋如何幫助學(xué)生了解自身優(yōu)缺點(diǎn)、調(diào)整學(xué)習(xí)策略和保持學(xué)習(xí)動力。最后強(qiáng)調(diào)反饋應(yīng)側(cè)重學(xué)習(xí)過程和內(nèi)容，并以建設(shè)性的方式呈現(xiàn)。18.OneformofalternativeassessmentthatcanbeusedinEnglishlanguageteachingistheportfolio.Aportfolioisacollectionofastudent'sworkoveraperiodoftime,showcasingtheirprogressandachievementsinvariousaspectsoflanguagelearning,suchaswriting,speaking,reading,andlistening.Thisassessmentmethodbenefitsstudentsbyallowingthemtotakeownershipoftheirlearning,reflectontheirgrowth,andsetpersonalgoals.Italsoprovidesteacherswithacomprehensiveviewofeachstudent'sstrengthsandweaknesses,enablingthemtotailorinstructiontoindividualneedsandoffermorepersonalizedfeedback.Portfoliosencouragestudentstobereflectiveandself-assessing,andtheycanbeapowerfultoolforpromotinglifelonglearning.*解析：此題考查替代性評估方法。選擇檔案袋作為例子，解釋其定義和如何在英語教學(xué)中使用。說明檔案袋如何通過展示學(xué)生在不同方面的進(jìn)步和成就來幫助學(xué)生和教師。強(qiáng)調(diào)檔案袋的優(yōu)勢：學(xué)生能ownershiptheirlearning，教師能全面了解學(xué)生，鼓勵學(xué)生反思和自我評估。19.ItisimportantforEnglishteacherstoconductregularself-assessmentandreflectionontheirteachingpracticesbecauseithelpsthemimprovetheirteachingeffectivenessandstudentlearningoutcomes.Throughself-assessment,teacherscanevaluatetheirstrengthsandweaknesses,identifyareaswheretheyneedfurtherdevelopment,andreflectontheeffectivenessoftheirteachingstrategies.Reflectionallowsteacherstothinkcriticallyabouttheirexperiences,considerdifferentperspectives,andmakeinformeddecisionsabouthowtoimprovetheirteaching.Thisprocessofcontinuousself-assessmentandreflectionleadstogreaterteacherawareness,moreeffectiveinstruction,andultimately,betterlearningexperiencesforstudents.Methodsforself-assessmentandreflectionincludekeepingateachingjournal,seekingfeedbackfromstudentsandcolleagues,analyzingstudentworkandtestresults,andengaginginprofessionaldevelopmentactivities.*解析：此題考查教師自我評估和反思的重要性及方法。首先說明其重要性：提高教學(xué)效果、改善學(xué)生學(xué)習(xí)成果。然后解釋自我評估和反思如何幫助教師評估自身、識別需求、改進(jìn)策略。最后列舉具體方法：教學(xué)日記、學(xué)生和同事反饋、分析學(xué)生作業(yè)和測試結(jié)果、參加專業(yè)發(fā)展活動。20.Whenteachingagroupofbeginners,Iwoulddesignasimpleformativeassessmentactivityforasinglelessontocheckstudents'understandingofbasicsentencestructuresbyusinga"SentenceScramble."Thepurposeofthisactivityistoassessstudents'graspofsubject-verb-objectorderinsimplesentences.Iwouldwritedownseveraljumbledsentencesontheboard,eachcontainingasubject,averb,andanobject,butwiththewordsinthewrongorder.Iwoulddividetheclassintosmallgroupsandgiveeachgroupasetofscrambledsentences.Theactivitywouldlastforabout5-7minutes.Afterthetimeisup,eachgroupwouldhavetorearrangethewordsintheirsentencestomakecorrectones.Iwouldthenaskeachgrouptoreadouttheircorrectedsentences.Iwouldusetheresultstoadjustmyteachingbyidentifyingwhichsentencestructuresarecausingdifficultiesformoststudents.Ifmanygroupsstrugglewithaparticulartypeofsentence,Iwouldspendmoretimeonthatstructureinthefollowinglessonsorprovideadditionalpracticeexercises.Thisformativeassessmentprovidesquickfeedbackonstudents'understandingandallowsmetotailormyinstructiontotheirneeds.*解析：此題要求設(shè)計(jì)一個形成性評估活動。選擇“句子打亂順序”作為活動，解釋活動目的（檢查基本句型）、步驟（分組、時間限制、完成任務(wù)、展示結(jié)果）。最后說明如何利用結(jié)果調(diào)整教學(xué)（識別困難點(diǎn)、調(diào)整后續(xù)教學(xué)或提供額外練習(xí)），體現(xiàn)形成性評估的反饋和調(diào)整功能。第四部分：寫作TheImportanceofAuthenticAssessmentinLanguageLearningAuthenticassessmentplaysavitalroleinlanguagelearningasitmovesbeyondtraditional,decontextualizedtestsandengagesstudentsintasksthatreflectreal-worldlanguageuse.Unlikestandardizedteststhatoftenfocusondiscretegrammaticalitemsandvocabularyinisolatedcontexts,authenticassessmenttasksrequirestudentstoapplytheirlanguageskillsinmeaningfulandpracticalsituations.Thisapproachnotonlymakeslearningmoreengagingandrelevantbutalsobetterpreparesstudentsforcommunicationinreal-lifesettings.Onekeybenefitofauthenticassessmentisthatitpromotesdeeperlearning.Whenstudentsengageintaskssuchaswritingemails,creatingbrochures,or