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《語言學論叢：形成性評估的概念重構》旨在通過建立一個形成性評估的理論模型來彌補形成性評估理論研究的不足。該模型的認識論基礎是控制論框架下評估和學習之間的關係。借鑒控制論有關複雜系統的思想，本研究推出的形成性評估模型可用於解釋評估與學習的關係和評估的形成性工作機理。該模型視評估為複雜的學習系統中的一個複雜的控制系統。該系統具開放性、非預決性和自律性特徵。評估的控制性系統特質決定了其在學習系統中的建構作用，評估對學習的控制由信息反饋來實現。基於控制論思想對評估的推斷和解釋與現有形成性評估概念在內涵和外延上有著顯著區別，從而支持了對形成性評估進行概念重構。概念重構的意義在於：（1）修正了形成性評估的內涵和外延；（2）淡化了形成性評估和終結性評估的對抗性；（3）指出了所有類型評估皆具形成性意義；（4）指出了評估的雙刃劍特性和評估系統的可自律性；（5）指出了正確認識評估系統，進而管理好這個複雜系統的必要性和可行性。·
作者簡介
劉繼虎，湖北荊門人，法學博士。英國班戈大學（Bangor University）訪問學者。現任中南大學法學院教授、副院長。兼任中國財稅法學研究會常務理事、中國經濟法學研究會理事、湖南省財稅法學研究會副會長。主要研究方向：財稅法學、法理學。·
目次
IntroductionChapter 1 Assessment and Learning1.1 The relationships between assessment and learning1.2 Mastery Learning aligned with Psychometrics1.2.1 The objectives model of curriculum1.2.2 Psychometrics1.3 Learning as a process: Assessment as research1.3.1 The progressive philosophy of learning1.3.2 The reconstructionism philosophy of learning1.3.3 Curriculum design in learning as a process1.3.4 Teacher as researcher: What about assessment?1.4 Towards integrating assessment with instruction1.4.1 The invention of the formative concept1.4.2 Towards integrating assessment and instruction1.4.3 Behaviorist connections of the formative concept1.5 Integrating assessment with learning1.5.1 The constructivist claim1.5.2 AfL:Its ups and downs1.5.3 Advocating AfL1.6 Chapter summary and discussionChapter 2 Re-conceptualization of the formative role of assessment2.1 Redefining the relationship between FA and SA2.2 Redefining FA and AfL:Two different visions2.3 The formative role of assessment: A double-edged sword2.4 Summary of the chapterChapter 3 Assessment as a cybernetic system3.1 Revisiting the meta-disciplinary character of cybernetics3.2 Control and feedback3.3 The features of assessment as a cybernetic'system3.3.1 Assessment as an open probabilistic system3.3.2 Assessment as a complex system3.3.3 Assessment as a self-regulatory system3.3.4 The implications of assessment being a cybernetic system3.4 Linking Chinese philosophy to cybernetics3.4.1 The Yin-Yang Doctrine3.4.2 The Doctrine of the Mean3.4.3 Discussion3.5 Towards a cybernetic model of assessment3.5.1 Theoretical assumptions3.5.2 The model3.6 Chapter summaryChapter 4 Accommodating the cybernetic model in China-s assessment in education: A historical perspective4.1 The rationale and research methodology4.2 A cybernetic understanding of China-s assessment system4.2.1 Major themes in China's ancient assessment history4.2.2 China's assessment system since 19494.2.3 The EFL education4.3 Discussion4.3.1 Assessment:A control system4.3.2 Assessment:A non-deterministic system4.4 Chapter summaryChapter 5 Accommodating the model in classroom settings5.1 Cross-case analysis5.1.1 A general description of sources of data5.1.2 Unit of analysis5.1.3 Issue-based analyses5.2 Fitting the model in China's EFL tertiary education5.3 Chapter summaryChapter 6 Winding up the researchReferencesAppendices·
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