From content validity to pedagogical transformation: an alignment-based reform of TEM8 translation tasks
从内容效度到教学转化：TEM8翻译任务的一致性优化研究

摘要

英语专业八级考试（TEM8）对本科翻译教学具有持续而显著的指向效应。本文以统一效度观与论证式效度为总体框架，聚焦翻译任务的内容效度及其与高校课程目标的协同关系，提出“蓝图—能力—量规—教学”四位一体的一致性优化路径：以内容领域蓝图提升代表性，以能力维度映射明确构念覆盖，以分析性评分量表增强评价可见度，以情境化任务与形成性评价闭环提升课堂迁移和正向反拨。结合《高等学校英语专业本科教学质量国家标准》与PACTE翻译能力模型，本文梳理TEM8翻译任务样态，识别文本生态、任务情境明示与量规维度映射等可进一步对齐的环节，并给出平行任务库、分析性量规与课堂脚本的操作清单。研究认为：在既有命题与教学成效基础上，持续完善测试—教学对齐机制，有助于在不削弱人文厚度的前提下，提升课程目标的可检核性与课堂训练的方向性，稳定释放“以测促教”的正向反拨。

Abstract

The Test for English Majors-Band 8 (TEM8) exerts a sustained and pronounced orienting effect on undergraduate translation pedagogy. Framed by the unified view of validity and an argument-based approach, this article focuses on the content validity of the translation task and its alignment with university course objectives, proposing an integrated optimization pathway that links blueprint-competence-rubric-pedagogy. Specifically, a domain blueprint is used to enhance representativeness; competence mapping clarifies construct coverage; analytic rating scales improve evaluative visibility; and contextualized tasks together with a formative-assessment loop strengthen classroom transfer and positive washback. Drawing on the National Standards for English Majors and translation-competence models (PACTE), the study reviews TEM8 translation task profiles, identifies areas for closer alignment-such as text ecology, explicit task scenarios, and rubric-to-construct mapping-and offers an actionable checklist comprising a parallel task bank, analytic rubrics, and lesson scripts. The findings suggest that, building on existing examination and teaching practices, continually refining the testing-teaching alignment mechanism can enhance the auditability of course outcomes and the directionality of classroom training-without compromising humanistic depth-thus steadily producing positive washback in which assessment effectively supports instruction.