大學英語口語訓練課室自我評量的研究

本研究旨在檢視大學生學習自我評量英語口語表現、內化評量標準的成效，並探討學生對評量活動的看法。研究在台灣某國立大學外文系大一口語訓練課堂中進行，參與者為28位修課的學生，評量時程包含2週訓練及10週兩輪評量，研究工具包括評量表及學習問卷，評量標準及等級自師生合力訂定，包含四個項目和五個等級，學習問卷收集學生對評量學習任務的看法及評量對學習影響的意見。結果發現學生傾向低估自己的表現，評量經驗有助學生內化評量標準，第二輪評量時，學生與老師的評分沒有顯著的差異，書面評語反映主要的評分標準，內容也自負面轉為正向、反思、及改進建議。學生多數肯定評量學習，表示評量任務麻煩卻有益，讓他們變得獨立、思考得多、學習得多，他們認為自評有益學習、回饋有助改進。研究結果顯示自我評量只要實行步驟得宜，具有信度效度，能提升學生學習成效。

關鍵字

自我評量；英語教學；課室評量

並列摘要

This paper reports a study which investigated the practice of self-assessment in the university English oral training classroom with the focus on students' learning process to internalize the assessment criteria and their perceptions of the assessment task. A class of 28 students taking a freshman oral training course participated in the study. Data were collected from an evaluation form, on which marks and written statements were demanded for assessment, and a questionnaire, which elicited students' opinions about participating in assessment and its impact on learning. The assessment criteria and scoring standards were developed jointly by students and the teacher. The study found that students tended to under-mark themselves, but gradually internalized the criteria and standards as they gained experience in assessment. In the second cycle of assessment, their marks became more comparable to the teacher's marks, and their written comments reflected more of the agreed criteria, moving towards giving self positive, reflective and constructive feedback. Students by and large supported the practice of self-assessment, claiming that the assessment task was hard but good, making them independent, think more and learn more. Self-assessment was overall considered beneficial for learning and other assessors' feedback critical and valuable for improvement. The study demonstrates that self-assessment, if implemented with appropriate procedures, is a valid and reliable tool to enhance university students' English learning.