本篇論文:Investigating
Taiwanese Teachers’ Language Testing and Assessment Needs 臺灣地區教師之語言測驗評量需求調查
摘 要
本研究是為瞭解臺灣地區教師之語言測驗評量識能需求而進行的網路問卷調查,共採集253名教師(任教對象自國小生到研究生)的意見。本問卷改編自Hasselgreen et al. (2004) 與Fulcher (2012)所使用的工具,含選擇與非選擇題兩種。本研究發現教師對語言測驗評量識能的需求含:聽及說的評量、命題技巧、效度研究程序、進階統計分析等,顯示教師的需求已受近年來標準化測驗廣獲使用的影響。因此,教師需要加強語言測驗評量的知識與技能以面對工作中新的挑戰。本研究結果有助於一般語言測驗評量識能之養成,也可提供師資訓練中有關語言測驗評量識能的課程與教材研發之參考。
關鍵詞:語言測驗 語言測驗評量識能 師資訓練
Abstract
The present study was designed to
investigate the testing and assessment needs of English language teachers in Taiwan.
An online survey was conducted, which replicated to a large extent the
instruments used in Hasselgreen et al. (2004) and Fulcher (2012). Both
closed-response and constructed-response items were used to encourage teachers
to articulate their training needs in testing and assessment. A total of 253
school teachers, from elementary education to post-graduate level, responded to
the survey. The major areas in which teachers report needing training include
the assessment of listening and speaking, item writing techniques, test
validation procedures, and more advanced statistical analyses. Teachers’
language testing and assessment needs seem to have been influenced by the
recent widespread use of standardized testing in Taiwan (e.g., most universities
require students to achieve a certain score on an English language test before
graduation). The survey suggests that teachers are not immune to the increasing
use of testing and assessment in our society; therefore, they need to enhance
their assessment literacy to face these new challenges in developing assessment
tasks or choosing an appropriate test for their students. The results have
implications for developing assessment literacy in general, and they could be
used to inform the development of new textbooks and the provision of more
relevant training programs for language teachers in Taiwan.
Key Words:
assessment literacy, language testing and assessment, teacher training
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