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頁籤選單縮合
題名 | Kindergarten Students' Interaction with a Vocabulary Test=從幼稚園兒童在語言測驗的表現看標準化測驗 |
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作者姓名(中文) | 朱惠美; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 28 1997.06[民86.06] |
頁次 | 頁435-467 |
分類號 | 523.16 |
關鍵詞 | 幼稚園兒童; 語言測驗; |
語文 | 英文(English) |
中文摘要 | 近幾年來,語言測驗研究的重點,已由過去統計分析測驗的結果轉換到探討受試 者答題的過程。許多研究者也藉著探究受試者與試題間互動的過程,來討論試題效度。「智 力的結構:思考及學習能力篩選測驗」是美國紐約市廣泛使用以篩選幼稚園特殊兒童的一個 標準化測驗。本研究以該測驗國語版「字彙」部分對三十名紐約市區的幼稚園中國兒童施測 ,並以訪談的方式,探討其在測驗中的表現,本研究旨在討論:(一 ) 該試題在語言及認知 上的難度。(二 ) 幼稚園兒童如何回答這些試題。針對試題在語言及認知難度方面,本研究 發現答題所應採用的思考模式前後不一,隨題更動,故兒童在答題過程中,要不斷改變其答 題所採的思考模式,才能答對試題。在兒童回答試題的表現方面,兒童的回答具多樣性。許 多兒童未選中標準答案,但其答題的解釋顯示良好的推理;而有部分兒童雖選對答案,其所 提出的解釋卻未表現出題者所預期的推理能力。標準化測驗的使用在美國幼教界引起極大的 爭議。本研究提出了此種測驗的缺失,並建議幼教界不要使用此種測驗,木應積極研發其他 評量方式。 |
英文摘要 | In recent years, the focus of studying language tests has shifted from conducting statistical analysis of test results to examining the test-taking process. More and more researchers have looked into test takers' interaction with test tasks when investigating the validity of language tests. The purpose of this study is to investigate the quality of a preschool vocabulary test from the perspective of how children perceive the test tasks and respond to them. Structure of Intellect: Screening for Thinking and Learning Abilities (hereafter SOI) is a standardized test used by New York City to screen primarily kindergarten students for potential learning problems or giftedness. It has been translated into four other languages - Spanish, Haitian Creole, and Chinese (both Mandarin and Cantonese). This study used interviewing method to examine how 30 Chinese children responded to 6 tasks drawn from the Mandarin version of the Vocabulary subtest of SOI. The study addressed two primary questions: (1)What are the linguistic and cognitive demands made by the selected tasks? (2) How do Chinese children respond to these tasks? The study uncovered one major problem with the linguistic and cognitive demands of the tasks: the tasks forced children to continuously change the criteria they used to formulat a response. The study also demonstrated a rich variety of responses on many of the tasks. Many children were able to offer good reasons for their selection of distractors. At the same time, the study uncovered little evidence that the children who selected target response did so for reasons envisioned by the test maker. Standarized tests in early childhood education have been controversial because of their impact on individual children and on early childhood education curricula. This study offers insight into the difficulty of using such tests. Hence it recommends that such tests not be used in early childhood education that alternative ways of assessing children be actively explored. |
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