This course provides postgraduates with an introduction to educational evaluation in the context of Chinese as a second language, focusing on test design and test construction for Chinese as a foreign language (TCS/FL). Postgraduates will acquire knowledge about the objectives, principles, and considerations involved in evaluating educational outcomes and assessing learners in TCS/FL. The primary objective of this course is to familiarize postgraduates with the fundamental principles of educational evaluation and Chinese language testing, while promoting an understanding of the intricacies involved in designing evaluations and developing Chinese language tests.

Main textbooks
Cai, Qiao-Yu (2018). An item analysis of a self-made placement test for an immigrant Chinese program. In
Qiao-Yu (Ed.), Chinese as a second and foreign language education: Pedagogy and psychology (pp. 83-109). Palgrave Macmillan.
Cai, Qiao-Yu & Chao, Feng-Mei (2021). Content analysis and comparison of reading tests in the TOCFL Band A Level and HSK Level 4。於任弘、周靜琬（主編），華教播種者-紀念董鵬程先生文集（頁277-308）。世界華語文教育學會。
Zhang, D., & Lin, Chin-Hsi (2017). Chinese as a second language assessment. Springer.
Self-made supplementary materials.
Reference books
王保進（2002）。視窗版SPSS 與行為科學研究（二版）。台北：心理。
余民寧（2002）。教育測驗與評量－成就測驗與教學評量（二版）。台北：心理。
李坤崇（1999）。多元化教學評量。台北：心理。
李茂興（譯）Kenneth D. Hopkins 原著（2002）。教育測驗與評量。台北：學富。
周文欽、歐滄和、許擇基、盧欽銘、金樹人、范德鑫（1995）。心理與教育測驗。台北：心理。 邱皓政（2001）。社會與行為科學的量化研究與統計分析：SPSS 中文視窗版資料分析範例解析。
台北：五南。
張莉萍(2002)。華語文能力測驗理論與實務。台北：師大書苑。
許擇基、劉長萱（1992）。試題作答理論簡介。台北：中國行為科學社。
郭生玉（2003）。心理與教育測驗（十六版）。台北：精華。
陳英豪、吳裕益（2003）。測驗與評量。高雄：復文。
單小琳（1999）。多元評量。台北：聯經。
劉英林（1994）。漢語水平考試研究。北京：現代出版社。
歐滄和（2002）。教育測驗與評量。台北：心理。
ACTFL National Standard.
ACTFL Proficiency Guidelines.
Hill, C., & Parry, K. (1994). From testing to assessment. NY: Longman.
Hughes, A. (2003). Testing for language teachers. Cambridge, UK: Cambridge University Press. Ma dsen, H. S. (1983). Techniques in testing. Oxford: Oxford University Press.