中国电化教育

限于人工智能发展的历史进程，技术运用在外语教学评价中也存在不可避免的变革与挑战。机械式数据堆砌、教师评价技能僵化以及师生课堂失语等现象均导致教学评价过程中的关键信息无法被充分捕捉和理解，也弱化了技术的功能。因此，技术赋能应更加注重教师的专业评价素养与学生个性化评价需求。该研究采用质性研究方法，以线上线下混合式国家级一流课程《英语高级写作》课堂作为观察对象，通过课堂观察、教学日志和访谈等方式收集数据，重点探讨了技术在课前、课中、课后的使用情况及其效果。研究结果表明，通过技术赋能，混合式英语写作课课堂评价范式得以成功转变，有效实现了评价的“三阶功能”，即以评促教、以评促学、评价为学。而且，学习者对该混合式评价模式的整体接受度与满意度较高。研究有利于推进混合式课堂评价实践中技术与人文的和谐共生，满足学生个性化评价需求，实现评价的循环发展。

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.