| dc.creator (作者) | 尚惠芳 | zh_TW |
| dc.date (日期) | 1998-06 | |
| dc.date.accessioned | 4-Jun-2016 15:04:02 (UTC+8) | - |
| dc.date.available | 4-Jun-2016 15:04:02 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Jun-2016 15:04:02 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/97653 | - |
| dc.description.abstract (摘要) | 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。 | |
| dc.description.abstract (摘要) | 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. | |
| dc.format.extent | 115 bytes | - |
| dc.format.extent | 151 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 教育與心理研究, 21(上),1-15 | |
| dc.relation (關聯) | Journal of Education & Psychology | |
| dc.subject (關鍵詞) | 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 | |
| dc.subject (關鍵詞) | Standardized assessment ; Student-centered assessment ;Curriculum-based assessment ; Performance assessment | |
| dc.title (題名) | A Comparative Analysis of Alternative Approaches to Literacy Assessment | |
| dc.title.alternative (其他題名) | 學生英文閱讀及寫作能力評估方法之分析與比較 | |
| dc.type (資料類型) | article | |
