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題名 高職應用外語科學生四技二專統一入學測驗英文專業考科與看圖寫作成績之相關性研究
A study on correlations between English Professional Subject of the Technological and Vocational Education Joint College Entrance Exam and picture writing performance of students from department of applied foreign languages of vocational high schools
作者 陳素梅
Chen, Su Mei
貢獻者 尤雪瑛
Hsueh-ying Yu
陳素梅
Chen, Su Mei
關鍵詞 直接測驗
間接測驗
四技二專統一入學測驗
專業考科
看圖寫作
direct writing assessment
indirect writing assessment
TVE Joint College Entrance Exam
English Professional Subject
picture writing
日期 2014
上傳時間 3-Dec-2012 11:32:30 (UTC+8)
摘要 在評量學生的寫作能力時，通常採用直接測驗。然而，四技二專統一入學測驗英文專業考科卻採用間接測驗，來評量應用外語科學生的英文寫作能力。本研究旨在檢視專業考科之效力，並研究如何改進現行的考試方式。
為了達成該研究目的，119位應用外語科三年級學生參與本研究。本研究間接測驗試題採用四技二專統一入學測驗英文專業考科，直接測驗試題採用看圖寫作，以檢視專業考科與直接寫作成績之間的相關性。此外本研究使用問卷以調查學生對直接與間接寫作測驗的看法。
結果顯示，專業考科與看圖寫作之間呈現中度相關，表示該專業考科在某種程度上，能顯示出受試者的直接寫作能力。在四個大題中，段落組成及段落語意不連貫句子挑選與看圖寫作呈現中度相關，因此，這兩個大題較能顯示出受試者的直接寫作能力。
然而，問卷調查結果發現，受試者運用篇章結構的知識來完成間接測驗。但是，卻沒有運用相同的概念於直接測驗中。此種現象可能是因為傳統的寫作教學方式著重在文法分析及單字教學。因此，四技二專統一入學測驗的英文專業考科應同時施測直接與間接測驗，以期對英文寫作教學產生正面的回衝效應。
Direct writing assessment is usually employed to evaluate students’ writing proficiency. However, the Technological and Vocational Education (TVE) Joint College Entrance Exam adopts indirect writing assessment to assess students from Department of Applied Foreign Languages (DAFL) in English Professional Subject (EPS). The purpose of the present paper is to examine the effectiveness of the EPS indirect writing test and how the current practice can be improved.
For serving the purpose, a total of 119 third-year DAFL students participated in the study. The researcher uses indirect writing assessment, the EPS indirect writing test, and direct writing assessment, a picture writing task, as the testing instruments to examine the correlation between the two writing measures. Moreover, questionnaires are used to investigate the participants’ perceptions of the two writing tasks.
Results indicated that the EPS multiple-choice writing test and the picture writing task exhibited a moderate correlation, suggesting the indirect test could, at least in part, serve as a good indication of the students’ writing competence in direct writing. Results also showed that sentence insertion (SI) and sentence deletion (SD), among the four subtests, moderately correlated with the direct writing task. The two subtests could thus be depended on as a better indication of the participants’ direct writing proficiency.
Nevertheless, questionnaire findings displayed that the students applied discourse-level knowledge in the indirect test. Nonetheless, the same concept was not applied to the direct task probably because of the traditional teaching approach to English writing, focusing on grammar analysis and vocabulary teaching. Therefore, the two writing tasks should be combined in the entrance exam to produce positive washback effect on writing instruction.
參考文獻 Ackerman, T. A., & Smith, P. L. (1988). A comparison of the information provided by essay, multiple-choice, and free-response writing tests. Applied Psychological Measurement, 12(2), 117-128.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford; Oxford University Press.
Benton, S. L., & Kiewra, K. A. (1986). Measuring the organizational aspects of writing ability. Journal of Educational Measurement, 23(4), 377-386.
Breland, H. M., Camp, R., Jones, R. J., Morris, M. M., & Rock, D. A. (1987). Assessing writing skill. NY: College Entrance Examination Board.
Breland, H. M., & Gaynor, J. L. (1979). A comparison of direct and indirect assessments of writing skill. Journal of Educational Measurement, 16(2), 119-128.
Breland, H. M., & Jones, R. J. (1982). Perceptions of writing skill. NY: College Entrance Examination Board.
Carlson, S. B., Bridgeman, B., Camp, R., & Waanders, J. (1985). Relationship of admission test scores to writing performance of native and nonnative speakers of English. (TOEFL Research Report No. 19). Princeton, NJ: Educational Testing Service.
Chang, Y. J. (2003). 國民中學學生英語寫作能力測驗的編製與其相關因素之研究[The study of development of English as a foreign language (EFL) writing ability test and relationship with its related factors in junior high school in Taiwan]. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei.
Chen, D. W. (1998). Understanding the two sources of EFL writing performance as the means to improve EFL writing instruction. The Proceedings of the Seventh International Symposium on English Teaching. (pp. 197-207). Taipei: Crane.
Chen, H. C. (2001). Diagnosis of difficulties in English writing and suggested remedial instructional strategies. Selected Papers from the Tenth International Symposium on English Teaching. (pp.300-309). Taipei: Crane.
Cho, Y. (2003). Assessing writing: Are we bound by only one method? Assessing Writing, 8, 165-191.
Cooper, P. L. (1984). The assessment of writing ability: a review of research. Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED250332)
Eisterhold, J. C. (1990). Reading-writing connections: Toward a description for second language learners. In Kroll, B. (Ed.), Second language writing: Research insights for the classroom (pp. 88-101). New York: Cambridge University Press.
Engelhard, Jr. G., Gordon, B., & Gabrielson, S. (1992). The influence of mode of discourse, experiential demand, and gender on the quality of student writing. Research in the Teaching of English, 26(3), 315-336.
Godshalk, F. I., Swineford, F., & Coffman, W. E. (1966). The measurement of writing ability. NY: College Entrance Examination Board.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. NY: Longman.
Greenberg, K. L. (1986). The development and validation of the TOEFL writing test: a discussion of TOEFL Research Reports 15 and 19. TESOL Quarterly, 20(3), 531-544.
Hall, D., & Birkerts, S. (2007). Writing well. New York: Pearson/ Longman.
Hamp-Lyons, L. (1990). Second language writing: Assessment issues. In Kroll, B. (Ed.), Second language writing: Research insights for the classroom (pp. 69-87). New York: Cambridge University Press.
Hamp-Lyons, L. (1991). Assessing second language writing in academic contexts. Norwood, NJ: Ablex Publishing.
Hamp-Lyons, L. (2003). Writing teachers as assessors of writing. In Kroll, B. (Ed.), Exploring the dynamics of second language writing (pp. 162-189). Cambridge: Cambridge University Press.
He, T. H. (2001). Influences of contrastive goal orientations on EFL writers’ composing behaviors. Selected Papers from the Tenth International Symposium on English Teaching. (pp. 380-391). Taipei: Crane.
Hogan, T. P., & Mishler, C. (1980). Relationships between essay tests and objective tests of language skills for elementary school students. Journal of Educational Measurement, 17(3), 219-227.
Hughes, A. (2003). Testing for language teachers. NY: Cambridge University Press.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House Publishers.
Krashen, S. (1984). Writing: Research, theory, and applications. Oxford: Pergamon Press.
Lin, P. H. (2005). A study of task types on EFL writing assessment for vocational high school students in Taiwan. Unpublished master’s thesis, National Yunlin University of Science & Technology, Yunlin.
Lin, X. H. (2006). 九十五學年度學科能力測驗試題分析(英文考科) [Item analysis of Scholastic Aptitude Test (SAT) English 2006]. Taipei: College Entrance Examination Center.
Lin, X. H. (2009). 98學測英文考科非選擇題評分標準說明 [Scoring standard explanation for English non-multiple-choice items of Scholastic Aptitude Test (SAT) 2009].Retrieved Nov. 12th, 2011, from http://www.ceec.edu.tw
Lumley, T. (2002). Assessment criteria in a large-scale writing test: what do they really mean to the raters? Language Testing, 19(3), 246-276.
Ministry of Education, Department of Statistics. (2011). Statistic Data of Departments of Senior High Schools in the 2011 Academic Year. Retrieved Dec., 2011, from http://www.edu.tw/statistics/content.aspx?site_content_sn=25760/
Moss, P. A., Cole, N. S., & Khampalikit, C. (1982). A comparison of procedures to assess written language skills at grades 4, 7, and 10. Journal of Educational Measurement, 19(1), 37-47.
National Teachers’ Association. (2011). 一百學年度四技二專統一入學測驗外語群英文類考科總體評論 [Overall review of the English Professional Subject (EPS) of the TVE Joint College Entrance Examination 2011]. Retrieved Aug. 2ed, 2011, from http://www.nta.org.tw/
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951005
103
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951005
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Hsueh-ying Yuen_US
dc.contributor.author (Authors) 陳素梅zh_TW
dc.contributor.author (Authors) Chen, Su Meien_US
dc.creator (作者) 陳素梅zh_TW
dc.creator (作者) Chen, Su Meien_US
dc.date (日期) 2014en_US
dc.date.accessioned 3-Dec-2012 11:32:30 (UTC+8)-
dc.date.available 3-Dec-2012 11:32:30 (UTC+8)-
dc.date.issued (上傳時間) 3-Dec-2012 11:32:30 (UTC+8)-
dc.identifier (Other Identifiers) G0098951005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/56351-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951005zh_TW
dc.description (描述) 103zh_TW
dc.description.abstract (摘要) 在評量學生的寫作能力時，通常採用直接測驗。然而，四技二專統一入學測驗英文專業考科卻採用間接測驗，來評量應用外語科學生的英文寫作能力。本研究旨在檢視專業考科之效力，並研究如何改進現行的考試方式。
為了達成該研究目的，119位應用外語科三年級學生參與本研究。本研究間接測驗試題採用四技二專統一入學測驗英文專業考科，直接測驗試題採用看圖寫作，以檢視專業考科與直接寫作成績之間的相關性。此外本研究使用問卷以調查學生對直接與間接寫作測驗的看法。
結果顯示，專業考科與看圖寫作之間呈現中度相關，表示該專業考科在某種程度上，能顯示出受試者的直接寫作能力。在四個大題中，段落組成及段落語意不連貫句子挑選與看圖寫作呈現中度相關，因此，這兩個大題較能顯示出受試者的直接寫作能力。
然而，問卷調查結果發現，受試者運用篇章結構的知識來完成間接測驗。但是，卻沒有運用相同的概念於直接測驗中。此種現象可能是因為傳統的寫作教學方式著重在文法分析及單字教學。因此，四技二專統一入學測驗的英文專業考科應同時施測直接與間接測驗，以期對英文寫作教學產生正面的回衝效應。		zh_TW
dc.description.abstract (摘要) Direct writing assessment is usually employed to evaluate students’ writing proficiency. However, the Technological and Vocational Education (TVE) Joint College Entrance Exam adopts indirect writing assessment to assess students from Department of Applied Foreign Languages (DAFL) in English Professional Subject (EPS). The purpose of the present paper is to examine the effectiveness of the EPS indirect writing test and how the current practice can be improved.
For serving the purpose, a total of 119 third-year DAFL students participated in the study. The researcher uses indirect writing assessment, the EPS indirect writing test, and direct writing assessment, a picture writing task, as the testing instruments to examine the correlation between the two writing measures. Moreover, questionnaires are used to investigate the participants’ perceptions of the two writing tasks.
Results indicated that the EPS multiple-choice writing test and the picture writing task exhibited a moderate correlation, suggesting the indirect test could, at least in part, serve as a good indication of the students’ writing competence in direct writing. Results also showed that sentence insertion (SI) and sentence deletion (SD), among the four subtests, moderately correlated with the direct writing task. The two subtests could thus be depended on as a better indication of the participants’ direct writing proficiency.
Nevertheless, questionnaire findings displayed that the students applied discourse-level knowledge in the indirect test. Nonetheless, the same concept was not applied to the direct task probably because of the traditional teaching approach to English writing, focusing on grammar analysis and vocabulary teaching. Therefore, the two writing tasks should be combined in the entrance exam to produce positive washback effect on writing instruction.		en_US
dc.description.tableofcontents Acknowledgements iii
Table of Contents iv
List of Tables vii
List of Figures viii
Chinese Abstract ix
English Abstract xi
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 3
Research Questions 4
Significance of the Study 4
Definition of Key Terms 5
Chapter Two: Literature Review 6
Theoretical Perspectives on Writing Assessment 6
Constructs of Writing Ability 6
Test Usefulness 9
Direct and Indirect Writing Assessment 9
Direct Writing Assessment 10
Indirect Writing Assessment 11
Uses of Indirect and Direct Writing Assessment 12
Uses of Indirect Writing Assessment 13
Uses of Direct Writing Assessment 14
Relationship between Direct and Indirect Writing Assessment 15
Strong to Moderate Correlations between Direct and Indirect Tests of Writing 15
Low Correlations between Direct and Indirect Tests of Writing 16
Assessment by Combination of Direct and Indirect Writing Measures 18
Combined to Assess Both Basic and Higher-order Writing Abilities 19
Ways of Combining Direct and Indirect Measures 21
EPS Indirect Writing Assessment of TVE Joint College Entrance Exam 21
Introduction to Question Types of EPS Indirect Writing Assessment 22
Opinions on Using Indirect Format to Assess Writing Ability in EPS Writing
Test 23
Chapter Three: Method 27
Participants 27
Instruments 29
EPS Multiple-choice Writing Test 29
English Picture Writing Task 30
Indirect Writing Questionnaire 31
Direct Writing Questionnaire 33
Procedure 34
Data Analysis 37
Chapter Four: Results and Discussion 40
Correlation between EPS Multiple-choice Writing Test and Picture Writing Task 40
Correlations between Four Item Types of EPS Multiple-choice Writing Test and
Picture Writing Task 42
Perceptions of EPS Multiple-choice Writing Test and Picture Writing Task 44
Abilities Participants Applied in Indirect and Direct Writing Tasks 44
Difficulties Participants Faced in Indirect and Direct Writing Tasks 49
Perceptions of Two Types of Writing Tasks 54
Indirect Writing Task 54
Direct Writing Task 56
Comparison between Indirect and Direct Writing Tasks 57
Perceptions of EPS Multiple-choice Writing Test of TVE Joint College Entrance
Exam 58
Chapter Five: Conclusion 63
Summary of Major Findings 63
Implications 65
Encouraging Extensive Reading 65
Performing Actual Writing 66
Emphasizing Writing Process 67
Limitations 67
Suggestions for Future Research 69
References 72
Appendixes 78		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951005en_US
dc.subject (關鍵詞) 直接測驗zh_TW
dc.subject (關鍵詞) 間接測驗zh_TW
dc.subject (關鍵詞) 四技二專統一入學測驗zh_TW
dc.subject (關鍵詞) 專業考科zh_TW
dc.subject (關鍵詞) 看圖寫作zh_TW
dc.subject (關鍵詞) direct writing assessmenten_US
dc.subject (關鍵詞) indirect writing assessmenten_US
dc.subject (關鍵詞) TVE Joint College Entrance Examen_US
dc.subject (關鍵詞) English Professional Subjecten_US
dc.subject (關鍵詞) picture writingen_US
dc.title (題名) 高職應用外語科學生四技二專統一入學測驗英文專業考科與看圖寫作成績之相關性研究zh_TW
dc.title (題名) A study on correlations between English Professional Subject of the Technological and Vocational Education Joint College Entrance Exam and picture writing performance of students from department of applied foreign languages of vocational high schoolsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Ackerman, T. A., & Smith, P. L. (1988). A comparison of the information provided by essay, multiple-choice, and free-response writing tests. Applied Psychological Measurement, 12(2), 117-128.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford; Oxford University Press.
Benton, S. L., & Kiewra, K. A. (1986). Measuring the organizational aspects of writing ability. Journal of Educational Measurement, 23(4), 377-386.
Breland, H. M., Camp, R., Jones, R. J., Morris, M. M., & Rock, D. A. (1987). Assessing writing skill. NY: College Entrance Examination Board.
Breland, H. M., & Gaynor, J. L. (1979). A comparison of direct and indirect assessments of writing skill. Journal of Educational Measurement, 16(2), 119-128.
Breland, H. M., & Jones, R. J. (1982). Perceptions of writing skill. NY: College Entrance Examination Board.
Carlson, S. B., Bridgeman, B., Camp, R., & Waanders, J. (1985). Relationship of admission test scores to writing performance of native and nonnative speakers of English. (TOEFL Research Report No. 19). Princeton, NJ: Educational Testing Service.
Chang, Y. J. (2003). 國民中學學生英語寫作能力測驗的編製與其相關因素之研究[The study of development of English as a foreign language (EFL) writing ability test and relationship with its related factors in junior high school in Taiwan]. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei.
Chen, D. W. (1998). Understanding the two sources of EFL writing performance as the means to improve EFL writing instruction. The Proceedings of the Seventh International Symposium on English Teaching. (pp. 197-207). Taipei: Crane.
Chen, H. C. (2001). Diagnosis of difficulties in English writing and suggested remedial instructional strategies. Selected Papers from the Tenth International Symposium on English Teaching. (pp.300-309). Taipei: Crane.
Cho, Y. (2003). Assessing writing: Are we bound by only one method? Assessing Writing, 8, 165-191.
Cooper, P. L. (1984). The assessment of writing ability: a review of research. Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED250332)
Eisterhold, J. C. (1990). Reading-writing connections: Toward a description for second language learners. In Kroll, B. (Ed.), Second language writing: Research insights for the classroom (pp. 88-101). New York: Cambridge University Press.
Engelhard, Jr. G., Gordon, B., & Gabrielson, S. (1992). The influence of mode of discourse, experiential demand, and gender on the quality of student writing. Research in the Teaching of English, 26(3), 315-336.
Godshalk, F. I., Swineford, F., & Coffman, W. E. (1966). The measurement of writing ability. NY: College Entrance Examination Board.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. NY: Longman.
Greenberg, K. L. (1986). The development and validation of the TOEFL writing test: a discussion of TOEFL Research Reports 15 and 19. TESOL Quarterly, 20(3), 531-544.
Hall, D., & Birkerts, S. (2007). Writing well. New York: Pearson/ Longman.
Hamp-Lyons, L. (1990). Second language writing: Assessment issues. In Kroll, B. (Ed.), Second language writing: Research insights for the classroom (pp. 69-87). New York: Cambridge University Press.
Hamp-Lyons, L. (1991). Assessing second language writing in academic contexts. Norwood, NJ: Ablex Publishing.
Hamp-Lyons, L. (2003). Writing teachers as assessors of writing. In Kroll, B. (Ed.), Exploring the dynamics of second language writing (pp. 162-189). Cambridge: Cambridge University Press.
He, T. H. (2001). Influences of contrastive goal orientations on EFL writers’ composing behaviors. Selected Papers from the Tenth International Symposium on English Teaching. (pp. 380-391). Taipei: Crane.
Hogan, T. P., & Mishler, C. (1980). Relationships between essay tests and objective tests of language skills for elementary school students. Journal of Educational Measurement, 17(3), 219-227.
Hughes, A. (2003). Testing for language teachers. NY: Cambridge University Press.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House Publishers.
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