臺灣地區教師之語言測驗評量需求調查
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Date
2014-03-??
Authors
吳若蕙
Jessica R. W. Wu
Journal Title
Journal ISSN
Volume Title
Publisher
英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
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。
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 scor 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.
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 scor 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.