Research on Practice and Effect of Technology-empowered Assessment in Blended Teaching—Qualitative Analysis Based on the National First-Class Course "English Advanced Writing"
Restricted by the historical development of artificial intelligence,the application of technology in foreign language teaching and learning assessment faces inevitable changes and challenges.Phenomena such as mechanical data accumulation,rigid teacher assessment skills,and classroom silence between instructors and students have all resulted in insufficient capturing and understanding of key information in the assessing process,thereby weakening the functionality of technology.Therefore,technology empowerment should pay more attention to teachers'professional assessment literacy and students'personalized assessment needs.This study adopts a qualitative research method,and takes the blended online-offline national first-class course"Advanced English Writing"as the observation subject.Data was collected through classroom observations,teaching journals,and interviews,focusing on the usage and effects of technology before,during,and after class.Research finds that through technology empowerment,the assessment paradigm in the blended English writing class has been successfully transformed,effectively achieving the"three-tier function"of assessment:assessment of learning,assessment for learning,and assessment as learning.Students also demonstrate a higher level of overall acceptance and satisfaction towards this blended model.This research is conducive to promoting the harmonious coexistence of technology and humanities in blended assessment practices,meeting students'personalized assessment needs,and achieving cyclical development of assessment.
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