語言測驗．評量．教學

Rethinking the use of CEFR in Taiwan: What’s next? Jessica Wu The CEFR has been ‘borrowed’ by the Ministry of Education in Taiwan since 2005, aiming to establish a common yardstick against which learners’ English proficiency can be measured. Having been mandated in Taiwan for a decade, the CEFR has had several positive impacts as well as difficulties and problems in its application in the local education context (Chang, 2012; Wu, 2012). Therefore, it is necessary to rethink the use of the CEFR in Taiwan. The paper suggests that the CEFR has been overtly used in testing and assessment in Taiwan, but its significance in promoting transparency and coherence in language teaching and empowering autonomous learning has been overlooked. The paper argues that the current asymmetric application of the CEFR in assessment should be improved to achieve better balance between learning and assessment. While reflecting on our current use of the CEFR, a review of practices in simila

Keynote speaker at 2015 JALT Conference in Tokyo. Invited presentation at NCKU in Tainan in September. Invited panel discussion at British Council New Directions in Seoul in October. Talk on the CEFR implications for teaching and learning at Asia University in early December; with the faculty audience after the talk. 

Presentation at 2015 EALTA Conference in Copenhagen Denmark; a great time with Cathie Elder & Inbar Ofra

很高興能在2015年11月的ETA-ROC研討會中分享LTTC與成大合作之「ESAP測驗研發計畫」內容、成果，以及如何運用研究發現繼續發展ESAP能力指標（ability indicators）。 該計畫探討針對「生醫」、「理工」、「商管」等專業學術領域開發英語能力測驗的可能性，施測結果發現，英文程度較低的學生，在ESAP測驗的表現優於在一般通用性的英語測驗， 顯示學生可以運用專業領域知識，更有信心地展現其英語力，在ESAP測驗中獲得較佳的成績，進而協助提升學生對ESAP之學習動機，有效輔助教學與學習。 希望能藉此分享激發更多提升ESAP能力方面的討論，包括如何讓教學、學習目標和評量重點更緊密結合，以實用、契合學生專業領域的英語教學和評量，創造學習動機和學習自信。更多資訊請參閱 計畫摘要 。 「ESAP 測驗研發計畫」成大及LTTC研究團隊：陳慧琴教授（左一）、 鄒文莉教授（左二）、高實玫教授（右二）、LTTC同仁吳怡芬組長（右一）