臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國中課室素養導向標準本位評量的設計與應用：以英語科閱讀為例
書刊名：教育科學研究期刊
作者：曾芬蘭／鍾長宏／陳世玉／張銘秋
作者(外文)：Tseng, Fen-lan／Chung, Chang-hung／Chen, Shih-yu／Chang, Ming-chiu
出版日期：2018
卷期：63:4
頁次：頁119-155
主題關鍵詞：素養導向；標準本位評量；學生學習成就評量標準；Literacy-based；Standardized classroom assessment；Standards-based assessment of student achievement；SBASA
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:24
  • 點閱點閱:5
近年來愈來愈多先進國家持續推動以標準為本位的教育評量改革，我國自2014年起推動十二年國民基本教育，並同時實施以標準參照計分的國中教育會考作為國中畢業生學力監控機制。在高風險考試之外，本研究以英語科為例，聚焦於探討如何在國中課室設計素養導向標準本位評量工具，並透過實際參與標準本位評量試辦的學生與教師的經驗及意見，分析情境式素養導向的標準本位課室評量如何提振學生興趣，促進英語學習。研究結果如下：一、依據學生作答感受問卷調查結果，在使用經多次命修審與預試的評量作業的情境之下，近七成的學生認為較傳統選擇題或填充題更容易發揮、更具有挑戰性、也較活潑有趣；六成左右學生的作答意願較高、心情比較愉快，也認為比較容易得分；二、依據試辦教師的回饋可知，多樣化題型搭配標準參照評等及彈性的作答方式，可激發學生多元能力表現，並從評量的過程與結果，讓學生明瞭自身學習狀況，也可促進教師專業知能的成長；三、情境式試題設計可引導學生從評量中學習將所理解的訊息，應用於仿真的新情境以解決問題，藉此幫助學生體會英語閱讀的實用性與實質意義。若能在國中英語科的課室中，實施類似本研究所提出之素養導向標準本位課室的多元評量，可「善誘學生學習動機與熱情」，促進自發學習，增進英語學習成效，有利培養學生成為十二年國教核心素養所強調的「終身學習者」。
The number of developed countries that have initiated standardized education reform has increased over the last two decades. At the same time that the ministry of education in Taiwan implemented the 12-year basic education policy, they announced regulations for implementing a standardized comprehensive assessment program to monitor the achievement of junior high school students. This study investigated the implementation of a standardized classroom literacy assessment for English classes in junior high schools as an alternative formative-assessment option. In this study, we developed a standardized seventh-grade English (L2) reading-literacy sample task and collected student work and feedback from participating teachers and students. The reading task was scenario-based and required that students search for missing pets. The study results are as follows: (1) Nearly 70% of the participating students agreed that the high-quality scenario-based reading task was more interesting, fulfilling, and challenging than traditional tests. (2) The use of a standardized approach for assessing English reading literacy can enhance the learning motivation of students because it not only grants students the freedom to respond diversely (e.g. to demonstrate understanding by drawing pictures or using Chinese, their first language), but also helps students to learn English more effectively through post-assessment feedback. (3) The scenario-based reading task is an assessment that is useful for learning because it encourages students to apply knowledge to real-life problems, clarifying for students the meaning and value of learning English. Therefore, if a standardized literacy assessment is implemented in Taiwan's junior high school English classrooms, then students can gain motivation not only for learning English but eventually for lifelong learning, which is the ultimate goal of Taiwan's 12-year basic education curriculum reform.
期刊論文
1.Schweers, C. W. Jr.(1999)。Using L1 in the L2 classroom。English Teaching Forum，37(2)，6-13。  new window
2.宋曜廷(20120900)。以標準參照的入學考試和班級評量促進科教發展。科學月刊，43(9)=513，672-678。  延伸查詢new window
3.Llosa, Lorena(2007)。Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach。Language Testing，24(4)，489-515。  new window
4.Llosa, L.(2008)。Building and supporting a validity argument for a standards-based classroom assessment of English proficiency based on teacher judgments。Educational Measurement: Issues and Practice，27(3)，32-42。  new window
5.Llosa, L.(2011)。Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research。Language Testing，28(3)，367-382。  new window
6.孫劍秋、林孟君(20121200)。談PISA閱讀素養評量對十二年國教閱讀教學的意涵。北市大語文學報，9，85-98。new window  延伸查詢new window
7.Black, P.、Wiliam, D.(1998)。Inside the black box: Raising standards through classroom assessment。Phi Delta Kappan，80(2)，139-148。  new window
8.Seng, G. H.、Hashim, F.(2006)。Use of L1 in L2 reading comprehension among tertiary ESL learners。Reading in a Foreign Language，18(1)，29-54。  new window
9.宋曜廷、周業太、曾芬蘭(20140300)。十二年國民基本教育的入學考試與評量變革。教育科學研究期刊，59(1)，1-32。new window  延伸查詢new window
10.Spratt, M.(2005)。Washback and the classroom: the implications for teaching and learning of studies of washback from exams。Language Teaching Research，9(1)，5-29。  new window
11.Crooks, T. J.(1988)。The impact of classroom evaluation practices on students。Review of Educational Research，58(4)，438-481。  new window
12.Alderson, J. C.、Wall, D.(1993)。Does washback exist?。Applied Linguistics，14(2)，115-129。  new window
13.林素卿、葉順宜(20140600)。檔案評量於國中英語教學應用之個案研究。教育科學研究期刊，59(2)，111-139。new window  延伸查詢new window
14.曾芬蘭、游羽萱、蔡逸凡、陳柏熹。國中教育會考英語科聽力測驗實施的回沖效應初探。教育科學研究期刊。new window  延伸查詢new window
15.盧雪梅(20171200)。英國國定課程評量的沿革與其對十二年國民基本教育課程評量的啟示。教育實踐與研究，30(2)，105-141。new window  延伸查詢new window
16.Carroll, B. A.(2017)。A learning-oriented assessment perspective on scenario-based assessment。Working Papers in Applied Linguistics & TESOL，17(2)，28-35。  new window
17.Carson, E.、Kashihara, H.(2012)。Using the L1 in the L2 classroom: The students speak。The Language Teacher，36(4)，41-48。  new window
18.Earl, L. M.(2013)。Assessment for learning; assessment as learning: Changing practices means changing beliefs。Assessment and Learning，2，1-5。  new window
19.Popham, W. J.(2011)。Formative assessment--A process, not a test。Education Week，30(21)，35-37。  new window
學位論文
1.傅秋英(2007)。學生、家長、國中教育人員對國中基本學力測驗態度及改進意見之研究(碩士論文)。國立中山大學，高雄。  延伸查詢new window
2.林銀姿(2009)。國民中學基本學力測驗英語科回沖效應研究(碩士論文)。國立政治大學。  延伸查詢new window
3.Miles, R.(2004)。Evaluating the use of L1 in the English language classroom(博士論文)。University of Birmingham。  new window
圖書
1.Gardner, Howard(2011)。Frames of mind: The theory of multiple Intelligences。New York, NY：Basic Books。  new window
2.Earl, Lorna M.、Marzano, Robert J.、Guskey, Thomas R.(2003)。Assessment as learning: using classroom assessment to maximize student learning。Thousand Oaks, Calif.：Corwin Press。  new window
3.McMillan, J. H.(2007)。Classroom assessment: Principles and practice for effective standard-based instruction。Boston, MA：Allyn & Bacon。  new window
4.McMillan, J. H.(2008)。Assessment essentials for standard-based education。Thousand Oaks, CA：Corwin Press。  new window
5.Whitehead, A. N.(1929)。The aims of education and other essays。New York, NY：The Free Press。  new window
6.Anderson, Lorin W.、Krathwohl, David R.、Airasian, Peter W.、Cruikshank, Kathleen A.、Mayer, Richard E.、Pintrich, Paul R.、Wittrock, Merlin C.、Raths, James(2001)。A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives。Addison Wesley Longman。  new window
其他
1.Morahan, M.(2010)。The use of students' first language (L1) in the second language (L2) classroom，http://www.labschool.pdx.edu/PD_Mini_Modules/images/8/81/MorahanL2inL1class.pdf。  new window
2.國立臺灣師範大學心理與教育測驗研究發展中心(2017)。國中教育會考，https://cap.nace.edu.tw/examination.html。  延伸查詢new window
3.(2018)。素養導向教學課程與評量：十二年國民基本教育素養導向課室評量參考示例，https://cirn.moe.edu.tw/Upload/ckfile/files/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99/107%E5%85%AC%E5%91%8A%E8%AA%B2%E5%AE%A4%E8%A9%95%E9%87%8F%E7%B4%A0%E9%A4%8A%E5%B0%8E%E5%90%91%E8%A9%95%E9%87%8F%E7%A4%BA%E4%BE%8B(107_04_19).pdf。  new window
4.California Department of Education(2002)。English-language development standards for California public schools, kindergarten through grade twelve，https://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf。  new window
5.Clear Creek(2016)。Standards-based grading: A clearer picture of your child's academic progress，https://www.tasanet.org/cms/lib/TX01923126/Centricity/Domain/361/SB_Brochure_Oct2016_ENGLISH.pdf。  new window
6.Common Core State Standards Initiative(2011)。Frequently asked questions，http://www.corestandards.org/frequently-asked-questions。  new window
7.Department for Education, the National Archives(2011)。Assessing Pupils' Progress (APP): Assessment guidelines，http://webarchive.nationalarchives.gov.uk/20110812092626/http://nsonline.org.uk/node/20683。  new window
8.Marzano, R.(2018)。Berrien springs middle school: Standards-based grading handbook，https://www.homeoftheshamrocks.org/uploaded/MS/SBG_Handbook-1.pdf。  new window
9.Meyer, H.(2008)。The pedagogical implications of L1 use in the L2 classroom，http://www.kyoai.ac.jp/college/ronshuu/no-08/meyer1.pdf。  new window
10.Organisation for Economic Co-operation and Development(2016)。PISA 2018 reading literacy framework，https://www.mecd.gob.es/inee/dam/jcr:49ede102-244b-4acb-b28ea7978d9883ed/ReadingFramework.pdf。  new window
11.(2018)。Assessment in secondary modern foreign languages，http://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=47861&printable=1。  new window
12.Queensland Government(2018)。P-12 curriculum, assessment and reporting framework，https://education.qld.gov.au/curriculums/Documents/p12-carf-framework.pdf。  new window
13.Queensland Studies Authority(2010)。Chinese (2008): Sample assessment instrument and student responses: Supervised assessment-reading，https://www.qcaa.qld.edu.au/downloads/senior/snr_chinese_08_assess_respon_read.pdf。  new window
14.Shepard, L. A.(2005)。Formative assessment: Caveat emptor，http://www.csaionline.com/sites/default/files/resource/imported/shepard%20formative%20assessment%20caveat%20emptor.pdf。  new window
15.Western and Northern Canadian(2006)。Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning，https://digitalcollection.gov.mb.ca/awweb/pdfopener?smd=1&did=12503&md=1。  new window
16.Work, J.(2014)。3 peaks and 3 pits of standards-based grading，https://www.edutopia.org/blog/peaks-pits-standards-based-grading-josh-work。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：602（臺灣：598，外國：4） ／ 本年度總使用人次：2017497 ／ 訪客人次（自102年09月）：67809647
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上