98年第2學期-0180 文討：英語教學議題：語言測驗與評量 課程資訊
|Class attendance/focus/attitude||20||A student will lose 3 points of his/her final grade for each unapproved absence. If students miss four class sessions, they will fail the course.|
|Group discussion and presentation||25||Students will have different group members per month.|
|Mid-term examination||25||Midterm exam mainly includes (1) essay Qs related to the principles and qualities of language tests/assessment, and (2) test item design.|
|E-portfolio compilation||30||Self-assessment: 10%, Peer-assessment: 5%, and Teacher-assessment: 15%|
By the end of the semester, students should be able to:
1. recognize critical perspectives on the uses of language tests and assessment
2. appraise the value of language test items and language test designs
3. analyze and interpret test results statistically
The course aims to help students learn to design test items and apply basic statistical analysis of test results for secondary school students. Students will be introduced to major issues related to English language testing and assessment and then gain some familiarity with the six qualities of language tests highlighted by Bachman & Palmer (1996), including 1) reliability, 2) construct validity, 3) authenticity, 4) interactiveness, 5) impact, and 6) practicality.
Office HourWednesday & Thursday 1:10 ~ 2:00 pm, or by appointment (FL 211-G)
Madsen, H. S. (1983). Techniques in testing. Oxford: Oxford University Press.
2. Supplementary reading material:
Bachman, L. F., & Palmer, A. S. (1996). Test usefulness: qualities of language test (Chapter 2).
In L.F. Bachman & A.S. Palmer, Language testing in practice (pp. 17-42). Oxford: Oxford
Brown, H. D. (2004). Principles of language assessment (Chapter 2). In H. D. Brown, Language
assessment: Principles and classroom practices. White Plains, New York: Longman.
Hughes, A. (2003). Kinds of tests and testing (Chapter 3). In A. Hughes, Testing for language
teachers (2nd ed.) (pp. 11-25). Cambridge: Cambridge University Press.