查詢結果分析
來源資料
相關文獻
- The C-test versus the FC-test on the Undergraduate EFL Achievement and Proficiency test
- 後半字式與前半字式克漏測驗在國中英語成就與能力測驗之應用
- General English Vocabulary Levels among College High-Achievers in Taiwan
- 大學入學考試中心英文寫作能力測驗之發展歷程
- Exposure: Giving Students Their Wings--A Revised Approach to Secondary School English
- 學科能力測驗趨勢預測
- 中原大學大一英文能力分班教學效果研究
- Relationships between Motivation/Attitude, Effort, and English Proficiency and Taiwan Technological University Students' English Learning Strategy Use
- 影響高中學生物理學習成就原因之探討
- Using Cloze Tests in Assessing ESL/EFL Reading Proficiency
頁籤選單縮合
題名 | The C-test versus the FC-test on the Undergraduate EFL Achievement and Proficiency test=後半字式與前半字克漏測驗在大學英文成就與能力測驗之應用 |
---|---|
作者 | 廖招治; | 書刊名 | 逢甲學報 |
卷期 | 25 1992.11[民81.11] |
頁次 | 頁51-89 |
分類號 | 525.38051 |
關鍵詞 | 大學; 成就; 克漏; 前半字; 後半字式; 英文; 能力; 測驗; |
語文 | 英文(English) |
中文摘要 | 在本研究中,作者報導五種克漏測驗;固定式克漏測驗,選擇式克漏測驗,理性刪 字式克漏測驗,後半字式克漏測驗,及前半字式克漏測驗,此五種測驗共同特色是:容易準 備考題,在臺灣的英文老師們可以好好利用。 本實驗研究發現:前半字式克漏測驗的信度比後半字式克漏測驗高,學生在後半字式克 漏測驗的成績穩定優於前半字式克漏測驗。項目分析在單項式測驗的貢獻是告訴施測者哪些 題目可以留供以後使用,在整合式測驗中可以告訴英語文教師們哪些字學生都會了,哪些則 仍需加強。 後測成績顯著高於前測,告訴我們,考完試學生通常會翻課本,尋找正確解答,因此筆 者建議:英文老師常給學生小考,以提高學生學習成效,不管是後半字式克漏測驗,或前半 字式克漏測驗,只要是每二字,填一字,從第二句的第一字開始,或第二字開始空格,若文 章相同,考生成績並無不同。 英文老師如欲選擇合適的英文教科書,可以從預定的教材中挑出一些文段,讓預備用這 教材的學生做後半字式克漏測驗,或前半字式克漏測驗,若後半字式克漏測驗學生可以答對 40%到50%,或前半字式克漏測驗答對30%到40%,則教材適合學生閱讀。 |
英文摘要 | In this study the author reports five kinds of cloze tests: the random cloze test, the multiple-choice cloze (MC cloze), the rational cloze, the C-test, and the FC-test. EFL test givers in Taiwan can make good use of them because of their high practicality. In this experimental study it is found that an FC-test enjoys higher internal stability than a C-test. Students generally get higher scores in a C-test than an FC-test. Item analysis is useful in deciding whether an item should be kept for later use in discrete point tests. It is also useful in understanding what items are more basic than others. It also helps instructors in remedial teaching. A statistically significantly higher mean in the re-test than the test shows that after a test students ofter refer to the books to find out the right answers. It is suggested that EFL teachers often give students quizzes or tests to get better achievements in students. To test students with either a C-test or an FC-test, if the article is the same, it seems that there is no difference whether a test giver deletes every other word from the first word or the second one from the second sentence onwards. To test the readability of a prospective book, and EFL teacher can give a C-test or an FC-test on some passages of the book. If the students can get an average of approximately 40% to 50% right responses out of all blanks in a C-test or 30% to 40% in an FC-test, the materials can be read easily by the students. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。