NEIL JONES，剑桥大学考试委员会外语考试部，IRT语言测试运用博士。NICK SAVILLE，欧洲语言测试者协会主席、剑桥大学考试委员会测试研发总监，语言测评博士。

本书提出了语言测试领域一种新的测评范式——面向学习的测评（Learning  Oriented  Assessment，简称LOA）。该模式具有系统性、生态性和社会—认知性，是将终结性评价和形成性评价相结合的探索，不仅有助于我们理解学习的本质，而且对外语教师转变教学理念、创新教学方法、实施更加有效的教学与测评，以及国内语言政策的制定、课程大纲的设计、教学内容的组织也具有重要的启发意义。
   
本书共分九章：第一、二章总体引介LOA，着重介绍以任务为驱动的四个“世界”——“个人”“教育”“社会”“测评”，探究LOA  的发展根源和概况；第三章至第五章提出了LOA 涉及的三个基本问题：什么是学习？什么是语言学习？要学习什么？  第六章至第七章聚焦正规教育背景下语言学习的组织、大规模测试实践、课堂中LOA 的本质；第八、九章提出了大规模测试与课堂评价结合的综合模式和LOA 全面实施的问题及步骤。

Contents

导　读 辜向东　李玉龙　iv
Abbreviations xv
Acknowledgements xvi
Series Editors’note xviii
1　Learning Oriented Assessment： An overview 1
1．1　The organisation of this volume 7
1．2　What is learning? 8
1．3　What is language learning? 9
1．4　What is to be learned? 10
1．5　The roles of assessment in learning 11
1．6　Aligning large-scale and classroom assessment 14
1．7　In summary 15
2　The roots of Learning Oriented Assessment 17
2．1　Cambridge English and Learning Oriented Assessment 18
2．2　Origins and emphases of learning-oriented approaches 18
2．3　Defining learning-oriented assessment： Process， policy or
principles? 27
2．4　Specific learning-oriented methods 32
3　What is learning? 35
3．1　Constructivism 35
3．2　An appropriate model of cognition and learning 37
3．3　Task-based interaction 39
3．4　Roles of teachers and learners 47
3．5　In summary 54
4　What is language learning? 56
4．1　Languages as a special case 56
4．2　The Common European Framework of Reference for Languages 57
4．3　Natural language acquisition 59
4．4　Second Language Acquisition research 60
4．5　In summary 66
5　What is to be learned? 67
5．1　The desired outcomes of learning 67
5．2　The nature of language proficiency： Construct definition 71
5．3　The content of learning： Curricular objectives 75
5．4　In summary 76
6　The role of large-scale assessment in learning 78
6．1　Proficiency testing： The importance of criterion reference 79
6．2　Scale construction 80
6．3　Item Response Theory 82
6．4　Item banking 83
6．5　Performance assessment 85
6．6　Validity and reliability of large-scale assessment 86
6．7　Large-scale assessment： Evidence of and for learning 90
6．8　In summary 91
7　Learning-oriented assessment in the classroom 93
7．1 The nature of classroom learning-oriented assessment 93
7．2 Domain-specific and generalisable learning skills 95
7．3 Learning-centred and content-centred act