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政大機構典藏 > 學術期刊 > 教育與心理研究 TSSCI > 期刊論文 > Item 140.119/97653

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/97653

Title:	A Comparative Analysis of Alternative Approaches to Literacy Assessment
Other Titles:	學生英文閱讀及寫作能力評估方法之分析與比較
Authors:	尚惠芳
Keywords:	標準化評估法 ; 學生導向評估法 ; 課程本位評估法 ; 模擬情境評估法 Standardized assessment ; Student-centered assessment ;Curriculum-based assessment ; Performance assessment
Date:	1998-06
Issue Date:	2016-06-04 15:04:02 (UTC+8)
Abstract:	本篇論文的主旨是分析與比較語言學上較常使用的四種評量方法，以評估學生的英文閱讀及寫作能力。文中將依序探討標準化評估法（ standardized assessment ），學生導向評估法（ student-centered assessment ），課程本位評估法（ curriculum-based assessment ），與模擬情境評估法（ performance assessment ）之基本理論及其優缺點。此外，綜合這四種評估方法，本文將針對適用於大學外語系學校，設計出一套完整的評估架構與策略，以評量學生的英文閱讀及寫作能力。 The purpose of this paper is to analyze and compare four assessment techniques currently used in EFL (English as a Foreign Language) programs, namely, standardized assessment, student-centered assessment, curriculum-based assessment, and performance assessment. Their rationales, strengths and weaknesses for each assessment technique will be evaluated. Furthermore, based on the four techniques, a superior assessment strategy for use in university language programs will be discussed, which is designed to measure students` literacy performance and language achievement, according to the program goals and curriculum orientation.
Relation:	教育與心理研究, 21(上),1-15 Journal of Education & Psychology
Data Type:	article
Appears in Collections:	[教育與心理研究 TSSCI] 期刊論文

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