| dc.contributor | 外文中心 | |
| dc.creator (作者) | 黃淑真 | |
| dc.date (日期) | 2016-04 | |
| dc.date.accessioned | 27-Jul-2026 16:08:30 (UTC+8) | - |
| dc.date.available | 27-Jul-2026 16:08:30 (UTC+8) | - |
| dc.date.issued (上傳時間) | 27-Jul-2026 16:08:30 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=183492 | - |
| dc.description.abstract (摘要) | 本計畫延續申請人過去的研究方向，即運用「以評量促進教與學」的理念於大專英 語教學，探討理論修正與教學實務的發展。 近幾年國外形成性課室評量理論蓬勃發展，欲彌補過去套用測驗理論不當的缺失， 但迄今相關實證資料十分缺乏，理論仍停留在想當然爾的階段。本研究有鑑於此，前半部將採用最新的評量與回饋理論，改善研究者前次建立的以評量為本的英語課程，取代傳統以教學主題為始、評量做終的設計思維，後半部藉由經營教師社群，推廣至資深講 師與其助教，探討「以評量促進教與學」於本地應用的實際情形，蒐集學生與教師端的 資料，據以對現有的理論提出修正的建議。第一部份為學生端的研究，將在英文寫作學習過程中檢視：1)評量與修改時的師生對話、2)各次評量後文章修改的軌跡、及3)學生的情意發展與變化。第二部份為教師端的實證探討，將徵集有意願的講師與其研究生助教各二至三名，以文獻分享導入相關概念後，邀請參與者進行自選的小範圍課室評量行動研究，並於過程中觀察分析：1)教師 的反應、選擇、做法與原因，2)教師信念的變化、影響因素與外在環境帶來的機會與挑戰。以上結果將整合至未來的口說教學研究，以探討說寫能力發展的差異，最終希能歸納出形成性評量在台灣大專英語教學現場的機會與問題，提出評量與回饋理論的本地觀點。 | |
| dc.description.abstract (摘要) | To follow up on my previous research projects, the current proposal focuses on “classroom assessment for the purpose of learning” applied in the local tertiary EFL education milieu and further develops relevant theories and pedagogy. New assessment theories have in the past five years burgeoned in international literature, as a response to the widespread criticism that borrowing from existing testing theories do not serve the formative needs of teachers and learners. However, most of these new theories are in an early stage and have rarely been examined against empirical data from non-western contexts. In this proposal the investigator therefore attempts to bridge the gap between theory and practice with a two-phase study collecting and analyzing data from both learners and teachers. In the first part, new assessment and feedback theories will be consulted before modifying an assessment-based EFL course previously developed by the investigator. Such course design no longer starts from topics to be covered and ends with terminal assessments. Instead, learning goals and expectations determine formative assessment decisions, which in turn lead to choices of strategies and eventually instructional themes. Learner data to be collected include teacher-learner dialogues around assessment of and feedback to performance, progress demonstrated in a series of learner writing drafts and revisions, and learner affective experiences as reflected in interviews and stimulated recalls. The second phase involves two or three experienced college instructors and their teaching assistants in a collaborative teaching community. Recruited based on personal willingness, these teachers participate in regular meetings for the advancement of teaching quality. The investigator first orients the group with recent literature findings and actual personal experiments. The participating teachers and assistants then decide on particular aspects of course experiment for their action research. These teachers, working together in a nonthreatening environment, will exchange ideas and share experiences along the course of an academic year. Their responses to the formative assessment ideal per se, choices, actions, and the underlying rationale as well as internal and external factors influencing their beliefs and behaviors will be the focal areas of the second-phase teacher investigation. The analysis of the above learner and teacher data will enable the investigator to critically examine current assessment and feedback theories with a local perspective. | |
| dc.format.extent | 115 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST103-2410-H004-080, 103.08-104.07 | |
| dc.subject (關鍵詞) | 英語教學; 課室評量; 形成性評量; 回饋 | |
| dc.subject (關鍵詞) | English as a foreign language (EFL) education; classroom assessment; formative assessment; feedback | |
| dc.title (題名) | 評量、回饋、教與學—大專英語課程師生經驗的研究 | |
| dc.title (題名) | Assessment, Feedback, Teaching and Learning--Teacher and Learner Experiences in Tertiary EFL Classrooms | |
| dc.type (資料類型) | report | |
