摘要：Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers’ feedback, there is a paucity of research into English as a foreign language (EFL) students’ responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students’ learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson’s three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form realistic perceptions of their writing abilities, formulate approachable remedial learning goals, select appropriate learning methods and content, monitor learning processes, and evaluate learning outcomes. It was also found that teacher interventions could significantly enhance EFL students’ learning management. This study highlighted the role and tested the feasibility of adopting diagnostic writing assessment to facilitate EFL students’ autonomous learning.作者：Jufang Kong and Mingwei Pan

摘要：由于写作能力的复杂性，大多英语考试采用多项写作任务来测量考生的写作能力。但受到心理测量学视角的影响，以往研究较多关注间接和直接写作测试的相关性，而较少聚焦两者对写作能力构念的互补性。本研究以一项写作诊断测试为对象，采用混合式研究设计探究了间接和直接写作测试的关系，分析两者低相关的成因，并探讨语言能力、测试题型对这一关系的影响，最后提出如何从诊断测试视角出发选择合理、互补的间接写作测试。本研究对如何设计多任务写作测试具有借鉴意义。作者：潘鸣威，吴金杰

摘要：语篇能力是口语能力的重要组成部分，以往研究较少从语篇表现层面关注不同水平英语学习者，尤其是大学生群体的口语能力。本研究基于口语语篇衔接和连贯表现，使用某在线诊断测试任务中的真实语料，结合量化分析和质性分析，探究可区别大学生口语水平的语篇表现典型特征。结果表明，在衔接表现方面：补充词和前指照应词可以明显区分高、中、低水平学生，水平更高的学生更多地使用补充词和前指照应词；对比词可以明显区分高水平学生，高水平学生更多地使用对比词；因果词、重复和近义词可以明显区分低水平学生，低水平学生更少地使用这些手段。在连贯表现方面，除产出语篇类型外，C-单元间的联系和话题与任务关联度均能明显区分不同水平学生：低水平学生的观点间联系松散，缺少具体说明和解释；中等水平学生的观点间有一定联系但准确性欠佳，能适当推进话题发展；高水平学生的观点间联系紧密，能有效推进话题发展。本研究为英语口语测试评分标准的优化、诊断反馈指标的确定及测试效度论证提供一定的参考。作者：高淼，刘雅

摘要： Currently, much research on cognitive diagnostic assessment (CDA) focuses on the development of statistical models estimating individual students’ attribute profiles. However, little is known about how to communicate model-generated statistical results to stakeholders, and how to translate formatively diagnostic information into teaching practices. This study proposed an integrative framework of diagnosis connecting CDA to feedback and remediation and, meanwhile, demonstrated empirically the application of the framework in an English as a Foreign Language (EFL) context. Particularly, the empirical study presented procedures of integrating diagnostic assessment to EFL reading curriculum through four phases of planning, framing, implementing, and reflecting. The results show that these procedures, influenced by the teacher’s orientation to diagnostic assessment and approach to EFL teaching, affected students’ perceptions of diagnostic assessment, their attitudes toward remedial instructions, as well as their learning outcomes on EFL reading. The results also provide evidence to the effectiveness of the integrative framework proposed in this study, showing that the framework could serve as practical guidance to the implementation and use of diagnostic assessment in the classroom. Overall, this study indicates that the diagnostic approach is a more effective way to provide instructionally useful information than other test and assessment approaches that do not differentiate strengths and weaknesses among students with the same total score.作者：Fan Tingting; Song Jieqing; Guan Zheshu

摘要：本研究以测试使用论证框架 (Bachman&Palmer,2010)为理论基础,从学习者角度开展英语阅读能力诊断性成绩报告效度研究。研究采用混合研究方法中的并行嵌套设计法,以访谈等定性方法为主,内嵌辅助的问卷、前后测等定量方法扩充定性结果。研究结果表明:1)大部分被试可以准确理解成绩报告信息;报告内容与英语课程和学习目标符合程度较高;成绩报告可以满足学习者进行学习决策的需求。2)被试能够基于报告信息,通过多种学习方法提高英语阅读能力。根据实证结果,研究提出了基于学习者视角的反馈路径框架,为诊断反馈研究提供了新的思路和理论参考。此外,研究也为阅读能力维度研究、诊断测试效度研究以及英语阅读教学研究和实践提供了一定的借鉴。作者：范婷婷

摘要：本研究运用语言教师评价素养相关理论，结合我国大学英语阅读教学情境构建了大学英语教师阅读评价素养理论模型，编制了基于该理论模型的量表。对495名大学英语教师问卷调查数据的两次探索性因子分析和验证性因子分析结果显示，包含25个项目的量表能够解释原则、知识和技能3个维度下的“原则”、“基础知识”、“选材及任务设计”、“施测及评分”和“诊断反馈”5个因子。结合教师访谈结果，量表描述语得到进一步修正。大学英语教师阅读评价素养量表总体符合测量学指标要求，能为我国英语教师阅读评价素养研究提供参考。作者：丘晓芬，兰春寿

摘要：诊断性测评主要指教师在课前和课中对学生各种无效学习行为以及薄弱环节展开分析,并对各种学习因素进行诊断,其目的在于促进师生的教与学。UDig智能化诊断测评系统(即"优诊学")在线上英语教学领域中也逐渐从研发走向实践应用,为大学英语混合教学模式的发展也提供了新的路径。作者：卢冬梅

摘要：在全面建设“新文科”与人工智能高速发展的时代背景下，高校英语专业应改变传统教学评价模式，借助在线诊断测评工具，促进教学模式改革和教学评价体系优化。分析高校英语专业教学评价现状，将“优诊学(高校版)”引入专业课程教学评价，探讨诊断测评工具对英语专业教学评价的促进作用;借助诊断测评工具开展阶段性测试并采取针对性教学干预措施，在提升教师评价素养的同时，促进教学目标的实现和教学质量的提升。作者：李大鹏，杨旭明