英文實(shí)作評量(20211109154518)

1、出口英文實(shí)作評量指導(dǎo)老師：涂金堂老師組員：李郁芬楊佳純馮衍璋呂家維黃惠鈴英文實(shí)作評量一、三種實(shí)作評量：定義清楚、定義模糊、沒有定義一實(shí)作評量的受試對象受試者：有根本英文能力的國一生二實(shí)作評量的背景說明此實(shí)作評量為期兩星期。 主要是讓受試者能活用Be動(dòng)詞搭配形容詞的句型。 此評量包含 測試受試者的聽，說，讀，寫能力。除了希望受試者擁有根本的聽說讀寫能力，也希望受試 者能在表現(xiàn)上發(fā)揮創(chuàng)意巧思。目的：受試者能不僅能活用be+ adj句型，還能激發(fā)受試者的創(chuàng)意，把藝術(shù)融入語言，來提昇受試者的聽 說,讀,寫能力Structured Performance Assessment定義清楚目標(biāo)：測試閱讀以及根

2、本寫作能力語言能力指標(biāo)：Noun+ be auxiliary verb + adj 名詞+ be動(dòng)詞+形容詞用法的精熟過程：以下使用語言皆為美語1. 閱讀測驗(yàn)：受試者閱讀完一篇附有圖畫的英文短文，並答復(fù)一些與閱讀內(nèi)容相關(guān)的問題2. 寫作儀法測驗(yàn)：受試者改變句型的名詞Nou n，創(chuàng)造出不同主詞但相同形容詞的故事3. 口語測驗(yàn)：讀出自己的故事給同學(xué)分享，並問同學(xué)幾個(gè)問題4. 聽力/口語測驗(yàn)：聽衆(zhòng)同學(xué)答復(fù)說故事同學(xué)問題給分方式：共10 0分編號評分標(biāo)準(zhǔn)計(jì)分得分1.閱讀測驗(yàn)Q&A252.寫作文法測驗(yàn)253口語測驗(yàn)254聽力/ 口語測驗(yàn)25總計(jì)分/100國中英語科故事閱讀評量表1閱讀測驗(yàn)Q&am

3、p;A：此為紙筆測驗(yàn)，教師出題目，請學(xué)生作答；每題五分格外,寫作文法測驗(yàn)：此亦為紙筆測驗(yàn)，此測驗(yàn)的目的在於測出學(xué)生的文法能力，除第十其餘皆需改變，每一格2.5分，答錯(cuò)一個(gè)扣2.5分評量分?jǐn)?shù)，請?jiān)诜謹(jǐn)?shù)上畫obadtexcelle nt評量標(biāo)準(zhǔn)1 2345一、Grammar1.主詞、be動(dòng)詞、形容詞的位置的使1 2345用正確二、Pronunciation2.單字的發(fā)音是否正確1 23453.句子的重音是否正確1 23454.句子的語調(diào)是否合適1 2345三、Content5.聲音、表情與故事內(nèi)容是否搭配1 2345總 分(T o t a l )/25聽力/ 口語測驗(yàn)國中英語科聽力、口語評量表(3

4、)評量分?jǐn)?shù)，請?jiān)诜謹(jǐn)?shù)上畫obadtexcelle nt評量標(biāo)準(zhǔn)1 2345一、Grammar1.主詞、be動(dòng)詞、形容詞的位置的使1 2345用正確2.肯定句、否認(rèn)句、疑問句的用法使1 2345用正確二、Pronunciation3.單字的發(fā)音是否正確1 23454.句子的重音是否正確1 23455.句子的語調(diào)是否合適1 2345總 分(T o t a l )/25!O1The Story ofName:s1 ) A fat cat is sad.XrA fat ant is sad.!o11Z palaQnis zoom AJO4SA fat bug is sadA fat frog is s

5、ad.And I am sad.'(il) Because we are too fat.Note1. This format is designed for structured performance assessmen.ts In order to help the learners to understand the context better, pictures in accordance with the context is providedT. he learners are taught the pattern N+ be auxiliary verb + adje

6、ctive in advanced to get the idea how the language pattern is built. To better comprehend the structure, learners are required to initiate some questions before they read, read carefully as well as read aloud while reading the text, and last, answer the questions raised by the teacher.Note2. No word

7、s are new to the readers since the words are taught at their reading /learning level. However, there might be some words that are forgotten by the readers.In that case, readers are asked to skip the text quickly before their reading aloud. Teachers are informed to check and provide the readers the w

8、ords inquired.None-Structured Performance Assessment沒有定義、八 、-前言In this non-structured section, learners are required to create their own story with the target pattern and vocabulary. It is believed that after the two phases, including the structured, and semi-structured activities, learners are able

9、 to produce the story with their own ideas integrating the language patterns and new wordsthey ' vlearnt.According to Bachman (1997), language competence is consisted of grammatical, discoural and sociolinguistic competence. That is, language competence focuses not only on the grammatical correc

10、tness, but also the pragmatic use in interactive circumstances.Therefore, the optimal language production emphasizes not only one's fluency and accuracy, but also his optimality and appropriateness in context. In this story telling context, we try to assess learners in the following aspects:Firs

11、t, we want to assess learner'sfamiliarity in the grammatical use of adjectives and the N+ be auxiliary verb + adjective pattern. Following the first aspect, we want to further examine learner's ability in vocabulary use and their creativity and originality in content. Third, there is detaile

12、d rating, much as for oral discourse and global coherence rating. Last, we score for the ability to distinguish the correct and incorrect register and formality in register.在這無定義的局部，學(xué)習(xí)者需要自己去創(chuàng)作他們的故事包含目標(biāo)句型和單字。經(jīng)過這結(jié)構(gòu) 和半結(jié)構(gòu)兩各階段，學(xué)習(xí)者能夠去創(chuàng)作他們的故事且結(jié)合語言句型和他們剛學(xué)過的新的單字。根據(jù) Bachman (1997)，語言能力是包含文法和社會語言學(xué)的能力。那就是語言能力不僅

13、包含 文法的正確性而且實(shí)際運(yùn)用在彼此互動(dòng)的環(huán)境。因此，最正確語言產(chǎn)生是強(qiáng)調(diào)一個(gè)人不僅能說出 正確度和流暢度，且能適切運(yùn)用在課文上。在這說故事課文裏，我們試著評量學(xué)習(xí)者的表現(xiàn)。 首先，我們想要評量學(xué)習(xí)者在文法形容詞和 the N+ be auxiliary verb + adjective 的句型。第二步 驟，我們想要進(jìn)一步檢驗(yàn)學(xué)習(xí)者在單字使用上的能力，和他們在內(nèi)容上的創(chuàng)造力。第三，利用 所設(shè)計(jì)的評量標(biāo)準(zhǔn)，我們有細(xì)分的評量標(biāo)準(zhǔn)以評比學(xué)生表現(xiàn)的口語及上下文的整合性。最後， 我們評量學(xué)生的口語詞域及領(lǐng)域 (正式化、非正式化 )的掌握能力。Directions for non-structured s

14、tory creationAlthough it is called a “non-structured story creationactivity, there are still some directions for the learners to follow. The directions are made in order to lead learners to a certain format in order to show the validity and reliability of the performance test itself.1. Please use th

15、e adjectives taught in this unit.2. Please use the language patterns taught in this unit.It is still noted that the appropriateness of the story is prior than the rules; however, learners need to consider the readability of the story in order to share with the classmates their creations.3. It is alr

16、ight to use new adjectives or other patterns sometimes; however, the majority of the words and patterns should be recent-taught words/patterns or known words/patterns by the classmates.創(chuàng)作故事：沒有定義評量之指導(dǎo)方針雖然它被稱之為 沒有定義評量 活動(dòng) , 但仍然有一些方向可使學(xué)習(xí)者學(xué)習(xí)。這些指導(dǎo)方針 是為了帶領(lǐng)學(xué)習(xí)者到某一形式而顯示出性能測試的有效性和可靠性。1. 在此單元請使用形容詞教學(xué)。2. 在此單元請使用

17、句型教學(xué)。但仍須注意到 , 故事的適切性優(yōu)於其規(guī)則 ;然而 ,學(xué)習(xí)者必須考慮故 事的可讀性以便和同學(xué)分享他們的創(chuàng)作。3. 有時(shí)使用新的形容詞或其它句型是可行的 ; 然而 , 大多數(shù)的詞和句型應(yīng)是同學(xué)最近所學(xué)過的 或是的。故事創(chuàng)作進(jìn)行故事創(chuàng)作活動(dòng)，並自行完成Mini-story Boo k包含繪圖及剪貼成小書,並將圖格 1-5內(nèi)之內(nèi)容串成一篇英語短文練習(xí) 短文名稱：家人最喜歡的食物 。 完成後，每一組派代表上臺發(fā)表、朗讀。由小組互評與老師進(jìn)行評分。國中英語科故事創(chuàng)作實(shí)作評量表評量分?jǐn)?shù)，請?jiān)诜謹(jǐn)?shù)上畫obadtexcelle nt評量標(biāo)準(zhǔn)1 2345一、Grammar1.主詞與be動(dòng)詞的使用正確12

18、3452.否認(rèn)句、疑問句的用法使用正確123453.形容詞的位置正確123454.標(biāo)點(diǎn)符號及大、小寫使用正確12345二、Vocabulary5.生字的使用是否正確123456.生字的使用是否合適123457.生字的拼音是否正確12345三、Content8.故事內(nèi)容是否有創(chuàng)意123459.故事內(nèi)容是否有趣1234510.故事內(nèi)容是否有邏輯性12345四、Discourse11.句子間的關(guān)聯(lián)性1234512.上下文間的關(guān)聯(lián)性1234513.用字與圖文間的關(guān)聯(lián)性1234514.圖與圖之間的關(guān)聯(lián)性1234515.結(jié)尾與上下文間的關(guān)聯(lián)性12345五、Sociolinguistic16.文體的緊密度1

19、234517. 詞域是否合適1234518.故事的場景設(shè)計(jì)及圖文設(shè)計(jì)1234519.故事創(chuàng)作者的角度1234520.故事及語言的創(chuàng)新度12345總 分(T o t a l )/100My Story Book Blank Format 2My Story Book Blank Format 2Note1. This format is designed for non-structured performance assessments.In order to help the learners to organize their product, they are noticed that

20、not to cut off the grids before they are finished.Note 2. If the learners are interested in adopting the computer software/processor, such as Word, PhotoImpact, or Illustrator. They are provided with the electronic files to get their job done.Semi-Structured Performance Assessment定義不清的問題過程1. 口語測驗(yàn)：唸出你創(chuàng)作的故事(non-structured assignment)給全班聽，並問班上兩個(gè)問題2. 口說能力：在已架設(shè)班級的網(wǎng)站上，把你口語測驗(yàn)放在網(wǎng)站3. 閱讀及聽力：邀請班上的同學(xué)去讀或聽別人的故事4. 閱讀及寫作：請同學(xué)在讀完後給予回饋；並可寫在網(wǎng)站上與同學(xué)們討論、互動(dòng)給