台北科技大学技术及职业教育研究所曾淑惠学习演示课件.pptVIP

事實上 測驗評量不只是紙筆測驗，還有： 卷宗評量 實作評量 過關評量 另類評量 面試(口語)評量 ﹍﹍﹍ * * 測驗的用途 對老師的教學 協助擬定教學計畫 評定成績 診斷教學過程 選擇學生 安置學生 諮商與輔導 改進命題的技巧 作為補救教學依據 作為改進教學參考 確保教學目標達成 對學生的學習 瞭解學生起點行為 評定學生學習成果 診斷學生的學習 激勵學生學習動機 幫助學生的記憶與學習遷移 * * 英語測驗的類型 根據測驗目的分類 成就測驗(achievement test) 學力測驗(proficiency test) 兩種測驗的分別如下： Whereas an achievement test look back on what should have been learned, the proficiency test looks forward, defining a student’s language proficiency with reference to a particular task which he or she will be required to perform. A good achievement test should reflect the particular approach to learning and teaching that has previously been adopted. The proficiency test is concerned simply with measuring a student’s control of the language in the light of what he or she will be expected to do with it in the future performance of a particular task.(J.B.Heaton,1990) 診斷性測驗(diagnostic test) * * 英語測驗的類型 根據學習過程分類 安置測驗(placement test) 形成性測驗(progress test) 總結性測驗(final test) 根據測驗規模分類 標準化測驗(standardized test) 課堂測驗(classroom test) 根據評估標準分類 常模參照測驗(norm-referenced test) 標準參照測驗(criterion-referenced test) * * 英語測驗的類型 根據評分方式分類 主觀測驗(subjective test) 客觀測驗(objective test) 要測試不同的語言能力可採合適的評量方式，不需非得”客觀”不可。引用下列文字供大家參考：Objective tests need not by confined to any one particular skill or element. In one or two well-known tests in the past, attempts have even been made to measure writing ability by a series of objective test items. However, certain skills and areas of language may be tested far more effectively by one method than by another. Reading and vocabulary, for example, often lend themselves to objective methods of assessment. Clearly, the ability requiring the student to write can only be satisfactorily tested by a subjective examination requiring the student to perform a writing task similar to that required in real life. (J.B.Heaton,1990) * * 紙筆測驗編製的程序 了解各類紙筆測驗題型的編製原則 準備測驗編製計畫 研訂試題審查的工具 編擬測驗試題 試題的審查 實施預試 試題分析 修正試題 定稿付印 * * 全國性的大型測驗與課室內的成就測驗有不同的考量 各類紙筆測驗題型的一般性命題原則 是非題