基本素養 Basic Literacy

厚植人文素養及西洋文學文化涵養
To cultivate their spirit of humanity and increase their knowledge of western literatures and cultures.
獨立思考、思辨、反省與推己及人
To think independently, analyze critically, reflect and sympathy
發揮專業、擴展國際視野、跨界學習
To demonstrate their professionalism, broaden their international perspectives and interdisciplinary studies

核心能力 Competence

人文素養與社會關懷能力
Ability to provide social concern with a spirit of humanity
熟稔各種理論基礎、收集分析文獻資料的能力
Ability to collect and analyze literature data with various theoretical foundations
完成學術論文及批判性書寫的能力
Ability to work on academic papers and critical writing
深入閱讀並解析外國文學、語言、文化等作品與論文的能力
Ability to read and analyze works or academic papers on foreign literatures, languages and cultures
國際視野、跨領域研究及適應能力
Ability to conduct interdisciplinary studies from international perspectives
獨立思考、團隊合作、創意研究及分析、解決問題的能力
Abilities to think independently, to perform a teamwork, to conduct creative research and analysis, and to solve problems.

課程概述 Course Description

外語教學的最終目的是幫助學習者掌握使用所習外語能力,而如何評量學習成果即是語言教學環節中極為重要的一個課題。本課程討論以下七項語言評量中的問題: 1. 評量學習者之何項能力? 2. 為何要評量此項能力? 3. 如何設計適切的評量工具? 4. 如何控制評量的外在環境? 5. 被評量者的特性為何,對評量過程有何影響? 6. 評量過程中的變數為何? 7. 如何解讀及應用評量結果? 選課學生除研讀語言評量的理論外,必須針對自己設定的教學目標及學生程度自行研發針對各項語文能力的評量方法。在課程中我們也將討論目前各項具公信力的語言能力檢定方法及指標之評量過程及題庫。
This seminar explores the following questions in language assessment: (1) What language abilities would you like to assess? (2) Why are you choosing to measure these abilities and not others? (3) How are you going to construct your assessment instruments? (4) What are the characteristics of the physical environment in which the assessment will take place? (5) Who are the intended respondents? (6) What processes will your respondents go through? (7) For whom are the results intended? Our topics include the design and development of the assessment instrument, the assessment process, the scoring systems, and how to assess the four language skills in a communicative context, respectively. The students will read and discuss assessment theories with the reference of commercial assessment kits as well as self-developed tests. The students are expected to develop their own assessment instruments for particular educational contexts, and then evaluate the assessments constructed by other students.

課程學習目標 Course Objectives

  • To learn the principles of language assessment
  • To learn how to construct different kinds of assessment
  • To evaluate assessment design
  • To learn how to score different kinds of assessment
  • 課程進度 Progress Description

    進度說明 Progress Description
    1Introduction to the course: Key concepts and the history of language testing. New Challenges in Language Assessment, Sahbi Hidri (in Changing Language Assessment)
    2 Backward design: Setting up the criteria: the Use of CEFR in assessment, teaching, and learning. Broadening the scope of language education (Enrica Piccardo, Brian North, Tom Goodier) and CEFR Companion Volume
    3Validity Unit A1 and B1 (Fulcher and Davidson)
    4Classroom Assessment Unit A2 and B2 & B3 (Fulcher and Davidson)
    5Construct and Models Unit A3 and B4 (Fulcher and Davidson)
    6Test Specification and Design A4 and C5 (Fulcher and Davidson)
    7Writing items and tasks A5 and C6 (Fulcher and Davidson)
    8Presentation 1
    9Perceptive evaluation: Reading
    10Perceptive evaluation: Listening
    11Productive evaluation: Speaking
    12Productive evaluation: Writing
    13Content and Language Integrated Assessment and Task Design
    14Midterm presentation 2
    15Rubrics and descriptors
    16Scoring process and scorer training
    17Designing instruments for research purposes
    18Final presentation and conclusion
     以上每週進度教師可依上課情況做適度調整。The schedule may be subject to change.

    課程是否與永續發展目標相關調查
    Survey of the conntent relevant to SDGs

    本課程與SDGs相關項目如下:
    This course is relevant to these items of SDGs as following:
    • 教育品質 (Quality Education)
    • 減少不平衡 (Reduced Inequalities)
    • 和平與正義制度 (Peace justice and strong institutions)
    • 全球夥伴 (partnerships for goals)

    有關課程其他調查 Other Surveys of Courses

    1.本課程是否規劃業界教師參與教學或演講? 否
    Is there any industry specialist invited in this course? How many times? No
    2.本課程是否規劃含校外實習(並非參訪)? 否
    Are there any internships involved in the course? How many hours? No
    3.本課程是否可歸認為學術倫理課程? 否
    Is this course recognized as an academic ethics course? In the course how many hours are regarding academic ethics topics? No
    4.本課程是否屬進入社區實踐課程? 否
    Is this course recognized as a Community engagement and Service learning course? Which community will be engaged? No