Factors Affecting EFL Teachers' Use of Multiple Classroom Assessment Practices with Young Language Learners

Abstract

課室評量近來在國際第二語言測驗領域中受到相當的關注，尤其是在國小英語教學的評量方面。在臺灣，教育部「國民中小學九年一貫課程綱要－語文學習領域(英語)」中亦推薦多元化課室評量的使用。因此，了解現今國小英語教師實施多元課室評量現況及其相關影響因素有其必要性。教師及環境因素在教師實施課室評量中所扮演的角色已在其他學科領域裡逐漸受到研究與重視；然而此議題在英語教學領域中因有關研究的缺乏仍未受到深入討論；故此研究以425位隨機抽樣之台灣國小英語教師為調查樣本，探討英語教師實施多元課室評量之相關影響因素。典型相關分析結果顯示教師自我效能感、對評量的效益信念及教師知能培育與教師實施評量之間具顯著正相關性；然而實施評量時所碰到的阻礙與教師實施評量之間具顯著負相關性。根據此研究結果及相關文獻，本文提供理論應用及教學實務建議(例如給予英語教師專業知能訓練、學校行政、及教師同儕上之各項支援)，期能對國小英語教師實施多元課室評量之現況有所助益，本文最後對此議題提出未來研究的建議。

In recent years, researchers in language testing have focused greater attention on classroom assessment, especially as applied to young language learners (YLLs). In Taiwan, classroom assessment utilizing multiple assessment procedures isrecommended for the assessment of YLLs according to the guidelines included in the Nine-Year Integrated Curriculum. Due to this focus on classroom assessment, there is a need to understand teachers' current assessment practices. An increasing number of studies in other disciplines have explored the roles of teacher and context factors in teachers' assessment practices; however, the relationships between these factors and teachers' practices in an EFL setting remain unknown. To address this gap, this study surveyed 425 Taiwanese elementary school EFL teachers. The results indicated that perceived assessment competency (self-efficacy), teacher beliefs about the pedagogical benefits of assessment, and teacher education are significantly positively correlated with teachers' assessment practices, while teacher beliefs about the difficulty of implementing assessment is negatively correlated with teachers' practices. Theoretical implications and pedagogical suggestions are discussed, and recommendations for future research are provided.