頁籤選單縮合
題名 | 課程本位中、英文閱讀與英文書寫表達測驗之效度研究 |
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作者姓名(中文) | 葉靖雲; | 書刊名 | 特殊教育學報 |
卷期 | 9 1994.06[民83.06] |
頁次 | 頁257-287 |
分類號 | 521.3 |
關鍵詞 | 英文書寫; 英文閱讀; 測驗; 課程; |
語文 | 中文(Chinese) |
中文摘要 | 這是一個課程本位閱讀和書寫表達測驗的效度研究,以臺灣的大學一年級學生為研究對象,目的在於建立課程本位中、英文閱讀測驗和英文書寫表達測驗的效標關聯效度和區辨效度資料。實際參與研究的樣本為一百二十七名東海大學一年級新生。代表學生成就水準的效標包括標準化的英文閱讀理解測驗分數、大學聯考成績、東海大學英文安置測驗成績和大一學期成。相關性分析的結果顯示以臺灣大一學生為研究對象和以美國學生為對象所建立的課程本位測驗效度關係並不一致,整體而言前者的預測能力不及後者。區辨效度以變異數分析的方式來考驗,結果顯示課程本位測驗分數可以鑑別英文能力的好壞。本研究的限制以及結果的引申均透過討論作為未來研究的參考。 |
英文摘要 | The investigate their potential usefulness in assessing the Chinese and English language proficiency of Chinese students, simple curriculum-based measures of reading in Chinese and English as well as curriculum-based measures of written expression in English were administered to 127 Chinese college freshmen enrolled in Tunghai University. Intercorrelation of student's performance in these and the criterion measures of achievement revealed different pattern of results on curriculum-based measures from those obtained with English speaking students in the United States. Reading aloud from text did not predict scores on standardized tests or course grades. A 2×3 ANOVA of their scores on curriculum-based measures across 2 placement levels (high and low) and among 3 groups of first languages (Mandarin, Taiwanese, and others) demonstrated that these measures were good at differentiating high and low competence students but not good at discriminating students with different first spoken languages. The implications of the findings and the problems associated with this study are discussed. Suggestions for further investigations are also provided. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。