"评测使用论证"框架对语言课程建设的启示

The Application of Bachman's Assessment Use Argument to Language Curriculum Development

语言课程建设的理论历来把“评估”视为其必要环节之一，重视“评估”对整个过程的影响。Graves 从社会教育 情境视角提出了语言课程建设是由“计划”、“开展”和“评估”三个相互影响的环节组成的动态模式。这克服了之前“自上而 下的专家模式”的不足，但是三个环节的动态循环、相互决定又给实际的课程建设和教学开展带来困难，难以保证教学开展的 连贯性；各个环节的分工模糊、职能混乱；在课程建设的实践中可操作性不强。Bachman 的“评测使用论证”框架（AUA）旨 在指导语言“评测”的开发及其使用的合理性。鉴于语言课程建设和语言测试的理论都关注“评估”、“评测”效果的有益性和 对课程建设的意义，文章在分析语言课程建设理论不足的基础上探讨AUA 框架对于语言课程建设的启示。

Theories of language curriculum development attach great importance to the impact of curriculum evaluation, regarding it as one essential section of the whole process. Graves (2008) put forward a social educational approach, regarding curriculum development as a dynamic process where the 3 stages of planning, enactment and evaluation move back and forth to inform and influence each other. The model overcomes many defects of the top-down specialist approach, but it is also flawed because it can not guarantee the consistency of curriculum enactment due to the dynamic relationship and function confusion of the 3 stages. The Assessment Use Argument (AUA) initiated by Bachman was intended to guide assessment development and the justification of the interpretation or decisions made from assessment outcomes. Both theories care about evaluation and its consequences on language teaching and learning. The commonness results in a possible application of AUA in curriculum development, and that is the focus of the paper.