期刊目錄列表 - 63卷(2018) - 【教育科學研究期刊】63(4)十二月刊（本期專題：素養的教育實踐）
Directory
（專題）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
作者:國立臺灣師範大學心理與教育測驗研究發展中心與學習科學跨國頂尖研究中心曾芬蘭、花蓮縣立宜昌國民中學鍾長宏、花蓮縣立三民國民中學陳世玉、國立臺灣師範大學心理與教育測驗研究發展中心與學習科學跨國頂尖研究中心張銘秋
卷期：63卷第4期
日期：2018年12月
頁碼：119-155
DOI：10.6209/JORIES.201812_63(4).0005
摘要：
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」。
關鍵詞：素養導向、標準本位評量、學生學習成就評量標準
《詳全文》
參考文獻：
- 宋曜廷（2012）。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），672-678。 【Sung, Y.-T. (2012). Standards-referenced entrance examinations and classroom assessment for the promotion of science education. Science Monthly, 43(9), 672-678.】
- 宋曜廷、周業太、曾芬蘭（2014）。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。doi:10.6209/JORIES.2014.59(1).01 【Sung, Y.-T., Chou, Y.-T., & Tseng, F.-L. (2014). Standards-based assessments for 12-year basic education in Taiwan. Journal of Research in Education Sciences, 59(1), 1-32. doi:10.6209/JORIES.2014.59(1).01】
- 林素卿、葉順宜（2014）。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。doi:10.6209/JORIES.2014.59(2).05 【Lin, S.-C., & Yeh, S.-I. (2014). Applying a portfolio assessment of English teaching in a junior high school: A case study. Journal of Research in Education Sciences, 59(2), 111-139. doi:10.6209/JORIES.2014.59(2).05】
- 孫劍秋、林孟君（2012）。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。 【Hsun, C.-C., & Lin, M.-C. (2012). PISA reading literacy and its implication on the reading instruction in the 12-year compulsory education. TMUE Journal of Language and Literature, 9, 85-98.】
- 教育部（2012）。國民中小學九年一貫課程綱要語文學習領域（英語）。取自https://www.k12ea. gov.tw/97_sid17/英語970526定稿單冊.pd 【Ministry of Education. (2012). General guidelines of grades 1-9 curriculum for elementary and junior high school education of language arts (English). Retrieved from https://www.k12ea.gov.tw/97_sid17/英語970526定稿單冊.pdf】
» 展開更多
- 宋曜廷（2012）。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），672-678。 【Sung, Y.-T. (2012). Standards-referenced entrance examinations and classroom assessment for the promotion of science education. Science Monthly, 43(9), 672-678.】
- 宋曜廷、周業太、曾芬蘭（2014）。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。doi:10.6209/JORIES.2014.59(1).01 【Sung, Y.-T., Chou, Y.-T., & Tseng, F.-L. (2014). Standards-based assessments for 12-year basic education in Taiwan. Journal of Research in Education Sciences, 59(1), 1-32. doi:10.6209/JORIES.2014.59(1).01】
- 林素卿、葉順宜（2014）。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。doi:10.6209/JORIES.2014.59(2).05 【Lin, S.-C., & Yeh, S.-I. (2014). Applying a portfolio assessment of English teaching in a junior high school: A case study. Journal of Research in Education Sciences, 59(2), 111-139. doi:10.6209/JORIES.2014.59(2).05】
- 孫劍秋、林孟君（2012）。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。 【Hsun, C.-C., & Lin, M.-C. (2012). PISA reading literacy and its implication on the reading instruction in the 12-year compulsory education. TMUE Journal of Language and Literature, 9, 85-98.】
- 教育部（2012）。國民中小學九年一貫課程綱要語文學習領域（英語）。取自https://www.k12ea. gov.tw/97_sid17/英語970526定稿單冊.pdf 【Ministry of Education. (2012). General guidelines of grades 1-9 curriculum for elementary and junior high school education of language arts (English). Retrieved from https://www.k12ea.gov.tw/97_sid17/英語970526定稿單冊.pdf】
- 教育部（2014）。十二年國民基本教育課程綱要總綱。取自https://www.naer.edu.tw/files/15- 1000-7944,c639-1.php?Lang=zh-tw 【Ministry of Education. (2014). General curriculum guidelines for the twelve-year basic education. Retrieved from https://www.naer.edu.tw/files/15-1000-7944,c639-1.php?Lang=zh-tw】
- 教育部（2015）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校語文領域─英語文（草案）。取自https://www.naer.edu.tw/files/15-1000-10472,c1174-1.php?Lang=zh-tw 【Ministry of Education. (2015). Twelve-year basic education curriculum guidelines for elementary, junior and senior high school education of English language (draft). Retrieved from https://www.naer.edu.tw/files/15- 1000-10472,c1174-1.php?Lang=zh-tw】
- 教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校語文領域─英語文。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/23/pta_16364_462768_29173.pdf 【Ministry of Education. (2018). Twelve-year compulsory education curriculum outline of language area – English. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/attach/23/pta_16364_462768_29173.pdf】
- 曾芬蘭、游羽萱、蔡逸凡、陳柏熹（付梓中）。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。 【Tseng, F.-L., You, Y.-X., Tsai, I.-F., & Chen, P.-H. (in press). A pilot study of the washback effect of the incorporation of English listening test in the comprehensive assessment program for junior high school students. Journal of Research in Education Sciences.】
- 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（未出版碩士論文）。國立中山大學，高雄市。 【Fu, C.-Y. (2007). The study of the attitude and improvements on the basic competency test for junior high school students for students, parents and educators (Unpublished master’s dissertation). National Sun Yat-sen University, Kaohsiung, Taiwan.】
- 國立臺灣師範大學心理與教育測驗研究發展中心（2017a）。國民中學學生學習成就標準本位評量（試行版）：語文學習領域（英語）。取自https://www.sbasa.ntnu.edu.tw/SBASA/ Subject/SubjectEnglish_3.aspx 【Research Center for Psychological and Education Testing at National Taiwan Normal University. (2017a). Standards-based assessment of student achievement for elementary and junior high school students: English language (trial version). Retrieved from https://www.sbasa.ntnu.edu.tw/SBASA/Subject/SubjectEnglish_3.aspx】
- 國立臺灣師範大學心理與教育測驗研究發展中心（2017b）。國中教育會考。取自https://cap. nace.edu.tw/examination.html 【Research Center for Psychological and Educational Testing at National Taiwan Normal University. (2017b). Comprehensive assessment program for junior high school students. Retrieved from https://cap.nace.edu.tw/ examination.html】
- 國民中小學課程與教學資源整合平臺（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。取自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 【Curriculum & Instruction Resources Network. (2018). Literacy-based curriculum and assessment: Examples of literacy-based classroom assessment for the twelve-year basic education. Retrieved from 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】
- 盧雪梅（2017）。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），105-142。 【Lu, S.-M. (2017). Evolutions of the national curriculum assessment in England and its implications for the assessment of the 12-year basic education curriculum in Taiwan. Journal of Educational Practice and Research, 30(2), 105-142.】
- Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129. doi:10.1093/applin/14.2.115
- Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abr. ed.). New York, NY: Longman.
- Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139-148.
- California Department of Education. (2002). English-language development standards for California public schools, kindergarten through grade twelve. Retrieved from https://www.cde.ca.gov/ be/st/ss/documents/englangdevstnd.pdf
- Carroll, B. A. (2017). A learning-oriented assessment perspective on scenario-based assessment. Working Papers in Applied Linguistics & TESOL, 17(2), 28-35. doi:10.7916/D8TX4S9V
- Carson, E., & Kashihara, H. (2012). Using the L1 in the L2 classroom: The students speak. The Language Teacher, 36(4), 41-48.
- Clear Creek. (2016). Standards-based grading: A clearer picture of your child’s academic progress. Retrieved from https://www.tasanet.org/cms/lib/TX01923126/Centricity/Domain/361/SB_ Brochure_Oct2016_ENGLISH.pdf
- Common Core State Standards Initiative. (2011). Frequently asked questions. Retrieved from http://www.corestandards.org/frequently-asked-questions
- Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481. doi:10.2307/1170281
- Department for Education, the National Archives. (2011). Assessing Pupils’ Progress (APP): Assessment guidelines. Retrieved from http://webarchive.nationalarchives.gov.uk/201108120 92626/http://nsonline.org.uk/node/20683
- Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.
- Earl, L. M. (2013). Assessment for learning; assessment as learning: Changing practices means changing beliefs. Assessment and Learning, 2, 1-5.
- Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
- Jones, D. (2018, January 12). Don’t prove yourself – Improve yourself [Video file]. Retrieved from https://www.youtube.com/watch?v=lY9hdpSA1S0
- Lin, Y.-T. (2009). A study on the washback of the basic competence English test on junior high school students in northern Taiwan (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.
- Llosa, L. (2007). Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach. Language Testing, 24(4), 489-515. doi:10.1177/0265532207 080770
- 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. doi:10.1111/j.1745-3992.2008.00126.x
- 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. doi:10.1177/0265532211404188.
- Marzano, R. (2018). Berrien springs middle school: Standards-based grading handbook. Retrieved from https://www.homeoftheshamrocks.org/uploaded/MS/SBG_Handbook-1.pdf
- McMillan, J. H. (2007). Classroom assessment: Principles and practice for effective standard-based instruction (2nd ed.). Boston, MA: Allyn & Bacon.
- McMillan, J. H. (2008). Assessment essentials for standard-based education. Thousand Oaks, CA: Corwin Press.
- Meyer, H. (2008). The pedagogical implications of L1 use in the L2 classroom. Retrieved from http://www.kyoai.ac.jp/college/ronshuu/no-08/meyer1.pdf
- Miles, R. (2004). Evaluating the use of L1 in the English language classroom (Unpublished doctoral dissertation). University of Birmingham, UK.
- Morahan, M. (2010). The use of students’ first language (L1) in the second language (L2) classroom. Retrieved from http://www.labschool.pdx.edu/PD_Mini_Modules/images/8/81/MorahanL2inL1 class.pdf
- Organisation for Economic Co-operation and Development. (2016). PISA 2018 reading literacy framework. Retrieved from https://www.mecd.gob.es/inee/dam/jcr:49ede102-244b-4acb-b28e- a7978d9883ed/ReadingFramework.pdf
- Open Learn. (2018). Assessment in secondary modern foreign languages. Retrieved from http://www. open.edu/openlearn/ocw/mod/oucontent/view.php?id=47861&printable=1
- Popham, W. J. (2011). Formative assessment – A process, not a test. Education Week, 30(21), 35.
- Province of British Columbia. (2017). BC performance standards. Retrieved from https://www2. gov.bc.ca/gov/content/education-training/k-12/teach/bc-performance-standards
- Queensland Government. (2018). P-12 curriculum, assessment and reporting framework. Retrieved from https://education.qld.gov.au/curriculums/Documents/p12-carf-framework.pdf
- Queensland Studies Authority. (2010). Chinese (2008): Sample assessment instrument and student responses: Supervised assessment-reading. Retrieved from https://www.qcaa.qld.edu.au/ downloads/senior/snr_chinese_08_assess_respon_read.pdf
- Schweers, C. W. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6.
- 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.
- Shepard, L. A. (2005). Formative assessment: Caveat emptor. Retrieved from http://www.csai- online.com/sites/default/files/resource/imported/shepard%20formative%20assessment%20caveat%20emptor.pdf
- 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. doi:10.1191/ 1362168805lr152oa
- Western and Northern Canadian. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Retrieved from https://digitalcollection.gov.mb.ca/awweb/pdfopener?smd=1&did=12503&md=1
- Whitehead, A. N. (1929). The aims of education and other essays. New York, NY: The Free Press.
- Work, J. (2014). 3 peaks and 3 pits of standards-based grading. Retrieved from https://www. edutopia.org/blog/peaks-pits-standards-based-grading-josh-work
Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(4)】December (Special Issue: The Concepts and Practices for Achieving Literacy)
Directory
(Special Issue) Development and Implementation of a Standardized Junior High School Classroom Literacy Assessment: English Reading Comprehension as an Example
Author: Fen-Lan Tseng (Research Center for Psychological and Educational Testing & Institute for Research Excellence in Learning Sciences, National Taiwan Normal University), Chang-Hung Chung (Hualien County Yi-Chang Junior High School), Shih-Yu Chen (Hualien County San-Min Junior High School), Ming-Chiu Chang (Research Center for Psychological and Educational Testing & Institute for Research Excellence in Learning Sciences, National Taiwan Normal University)
Vol.&No.：Vol. 63, No.4
Date：December 2018
Pages：119-155
DOI：10.6209/JORIES.201812_63(4).0005
Abstract：
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.
Keywords：literacy-based, standardized classroom assessment, Standards-Based Assessment of Student Achievement (SBASA)