国中英语科能力指标解读.pptVIP

國中英語科能力指標解讀與試題編製原則 劉慶剛 國立台北大學 I. What kind of test do we give? Bloom’s taxonomy of educational objectives --cognitive domain 認知 --affective domain 情意 --psychomotor domain 動作技能 II. What is the cognitive domain? II. What is the cognitive domain? II. What is the cognitive domain? II. What is the cognitive domain? II. What is the cognitive domain? III. Making a two-way specification table IV. Test item characteristics -- discrimination (-1 ? D ? 1), the higher the D value, the better the test item 鑑別度 = 高分組答對百分比 - 低分組答對百分比 -- difficulty (0 ? P ? 1), the higher the P value, the easier the test item 難度表示通過人數百分比 難度 = 答對人數 / 總人數 -- distracter V. Types of assessment (CEF document, p. 183) VI. 國中英語科能力指標 VI. 國中英語科能力指標 VI. 國中英語科能力指標 VI. 國中英語科能力指標 VI. 國中英語科能力指標 VII. Common reference levels: self-assessment grid(CEF document, p. 26) VII. Common reference levels VII. Common reference levels VIII. 試題編製原則 Principle 1 A. The Multiple choice test for vocabulary and grammar (Yu, 2005) 1. Principle one: Make sure that the test is evaluating the language ability you want to assess (試題的設計應該能夠測量到重要的學習成果) Poor examples: A: I don’t know whether I can be a good teacher or not. B: _____ (A) It doesn’t matter. (B) You knew what I meant. (C) You should believe in yourself. (D) Sure. I’ll be able to do it. Chinese people celebrate _____ by eating rice dumplings. (A) Moon Festival (B) Chinese New Year (C) New Year’s Day (D) Dragon Boat Festival VIII. 試題編製原則 Principle 2 2. Principle two: Make sure of the consistency of vocabulary levels, the length and the number of the answer options for each question (每道試題的選項數目、難度及長度均應保持一致) Poor examples: _____ for the best and prepare for the worst. (A) Pick (B) Treat (C) Hope (D) Care Which of the following is true? (A) Mr. Green never eats junk food. (B) Mr. Green seldom eats fruit and vegetables. (C) Mr. Green sometimes goes jogging and sometimes goes swimming. (D) Mr. and Mrs. Green never go for a walk together