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研究生:張志成
研究生(外文):Chih-cheng Chang
論文名稱:檔案式評量在診斷國中生英文學習之效益研究
論文名稱(外文):DIAGNOSING ENGLISH LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS BY PORTFOLIO ASSESSMENT
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:英文
論文頁數:164
中文關鍵詞:檔案式評量學習檔案英語學習英文讀寫評量自評互評
外文關鍵詞:portfolioportfolio assessmentassessmentEnglish learningreadingwritingself-evaluationpeer-evaluation
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本研究旨在探討檔案式評量在診斷國中生英文學習之效益研究。文中探究了在檔案式評量中,學生對英文學習的態度,學生對自評、互評、與檔案評量活動單的反應、以及學生對檔案式評量的態度。
參加本實驗之受試者為七十六位國中七年級學生。 在實驗前,學生先回答一份有關英文學習態度的問卷。 在實驗進行的七週中,研究者觀察學生在課堂上的反應、讓學生針對學習檔案進行自評、互評以及撰寫個人感想。在實驗結束後,學生回答一份有關整個檔案式評量計劃的問卷,以及再回答同一份有關英文學習態度的問卷。所有實驗資料收集完後,進行質的分析與量的分析。
本研究的主要發現如下:
1.檔案式評量有助於提升學生英文閱讀與寫作學習的興趣。
2.學生們肯定互評有助於英文閱讀與寫作能力的提昇。
3.學生們肯定自評有助於增強英文閱讀與寫作興趣。
4.學生們肯定寫檔案評量活動單有助於發展個人思考能力。
5.多數學生肯定老師使用檔案式評量來評量他們的英文學習。
基於研究結果,茲提供以下教學建議:
1.外語教師可以使用檔案式評量來評量學生的個別差異。
2.外語教師可以使用檔案式評量有效地把教學與評量統整在一起。
3.外語教師可以使用檔案式評量來協助增加學生自信與自尊。
4.學生們可以藉由檔案式評量來進行英文閱讀與寫作的合作學習。
5.外語教師可以使用類似檔案評量活動單的另類教材來教授英文。
This study investigated the effects of a portfolio assessment project on English learning for junior high school students. Specifically, students'' attitudes towards English learning, and their responses to the peer-evaluation, the self-evaluation as well as the worksheets of portfolios, and their attitude towards the portfolio assessment, are investigated and discussed.
The subjects of the study included 76 seventh-grade students in junior high school in Kaohsiung. A seven-week study was conducted in the portfolio assessment project. In the data collection, all the students'' portfolios were collected. The researcher collected the data of the students'' attitudes towards English learning in a questionnaire, the student responses to the portfolio assessment project in a questionnaire, and the student responses of the self-evaluation and peer-evaluation after the study. Based on the data analyses, both quantitative and qualitative, the findings of the portfolio assessment project are described as follows:
1. The project helped inspire the students to learn
English. Most of the students become more interested in
English reading and writing at the end of the project.
2. The students showed positive responses to peer-evaluation in
the project. Many of the students expressed
that their reading and writing abilities were enhanced by
peer-evaluation of portfolios.
3.The students showed positive responses to self-evaluation
in the project. Many of the students expressed that they had
more dominance over learning to read and write English by
doing self-evaluation. Thus, they became motivated to read
and write English.
4. The students showed positive responses to the English
worksheets of portfolios in the project. Most of the
students developed their thinking abilities by doing the
English worksheets of portfolios.
5.The students showed positive responses to the portfolio
assessment.
To maximize the effects of the portfolio assessment on English learning in Taiwan, the researcher makes some pedagogical implications as follows:
1. EFL teachers should use the portfolio assessment to meet the
individual differences of students.
2. EFL teachers should integrate instruction and assessment by
portfolio assessment effectively.
3. EFL teachers should help students gain self-esteem and self-
confidence over their English learning by portfolio
assessment.
4. Students can collaborate with their peers to learn English
reading and writing by portfolio assessment.
5. EFL teachers can use alternative teaching materials, such as
the worksheets of portfolios, to help their students learn
English.
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Statement of the Problem 3
Purpose of the Study 6
Research Questions 6
Significance of the Study 6
Definition of Terms 7
Limitations of the Study 8
CHAPTER TWO LITERATURE REVIEW
EFL Literacy 10
Literacy 10
EFL Literacy 11
EFL Literacy Instruction 14
Assessment 20
Conventional Assessment 21
Formats 21
Criticism 24
Alternative Assessment 26
Use of Portfolios 29
Functions of a Portfolio 29
Framework of a Portfolio 31
Models of Portfolios 35
The Portfolio Assessment 40
Strengths of the Portfolio Assessment 40
Limitations of the Portfolio Assessment 42
Theme-based Language Teaching and Integrated Language
Instruction 43
The Theme-based Language Teaching 44
Integrated Language Instruction 46
CHAPTER THREE METHODOLOGY
Subjects 49
Instruments 50
An Introductory Letter to the Portfolio Assessment
for Parents 50
A Questionnaire on the Student English Learning
Attitudes and Background 51
A Questionnaire on Student Responses to the
Portfolio Assessment 51
The Peer-Evaluation Form 52
The Self-Evaluation Form 52
The Worksheets of Portfolios 53
Study Procedures 54
Data Analysis 56
A Quantitative Analysis 56
A Qualitative Analysis 57
CHAPTER FOUR RESULTS AND DISCUSSIONS
The Students'' Background Information of English Learning 58
Comparison of the Attitudes Towards English Learning of
the Students 61
The Student Responses to the Peer-evaluation 63
The Student Responses to the Self-evaluation 70
The Student Responses to Doing English Worksheets of
Portfolios 75
The Students Responses to Composing Portfolios 82
The Students'' Comments on the Strengths of the Portfolio
Assessment 85
The Students'' Comments on the Limitations of the Portfolio
Assessment 88
The Students'' Suggestions for the Portfolio Assessment 91
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions 93
Pedagogical Implications 97
Suggestions 99
REFERENCES 101
APPENDIXES
Appendix A: An Introductory Letter to the Portfolio Assessment
for Parents 113
Appendix B: A Questionnaire on the Student English Learning
Attitudes and Background 114
Appendix C: A Questionnaire on Student Responses to the
Portfolio Assessment 115
Appendix D: The Peer-Evaluation Form 117
Appendix E: The Self-Evaluation Form 118
Appendix F: Worksheets of Portfolios 119
Appendix G: Chinese Transcriptions of Peer-evaluations of the
Students, Self-evaluations of the Students and
Students'' Reflections of the Worksheets of
Portfolios in the Portfolio Assessment Project 133
Appendix H: Sample I of Students'' Portfolios 135
Appendix I: Sample II of Students'' Portfolios 150
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