A Study of Constructivist Assessment for English Learning

This study used constructivist assessment to develop the computer-based English tests with the teaching/learning scaffolding. The researchers designed the computer-based tests with multi-media tools to provide students' learning. The web-based tests enabled learners to start the on-line learning process if they got the wrong answer during the assessment. The basic concept of designing the learning scaffolding in computer-based assessment was to design a series of related learning materials to encourage students moving forward. In other words, the design of the assessment was to allow the students to realize their own learning problems and learn actively. Therefore, assessment and learning were a serious of interactive activities where assessment was involved in the tests and learning was led by the learning scaffolding which was divided into two levels starting from general to more specific. The first level of the learning scaffolding focused on self-learning where researchers provided related learning materials for the students to learn what they would like to learn. The second level of the learning scaffolding focused on guided learning; researchers provided more specific learning methods and directions so that students could choose to answer the questions directly or to select the given learning scaffolding for individual practice. Through computer-based assessment with the learning scaffolding, students could access the computer-based test and then learn step-by-step by using the learning scaffolding feedback and thus increase their efficiency in learning English.

關鍵字

constructivist assessment ； learning scaffolding ； computer-based English tests

並列摘要

本研究為融入建構式評量理論進行含教學／學習鷹架的電腦化英語試題建構。透過多媒體電腦化英語試題之學習鷹架，讓學習者能在答錯試題後進行電腦線上之英語學習。設計學習鷹架之建構式英語學習試題的主要概念，著重學生在評量的過程中，發覺個人的問題，再針對個人不了解的部份去主動學習，進而達到理解吸收的學習效果，因此，在建構式試題的設計中，評量與學習是一系列互動的歷程，評量是融入於試題中進行，學習則是藉由鷹架提示的引導。本研究的學習鷹架共分為兩個層次，主要採用由廣泛到精確的漸進式鷹架提示。學習鷹架一的重點在於自我學習；研究者提供與該單元所有相關的學習材料，讓學生能夠針對自己的需求去學習。學習鷹架二的重點在於引導；研究者根據試題的類型提供精確重點式的學習。本研究設計的目的，強調學生在評量過程中，透過建構式電腦試題之英文學習鷹架的融入，學生可以藉由先評量後透由學習鷹架的學習回饋，增加學生的英文效能。

並列關鍵字

建構式評量；學習鷹架；電腦化英文試題

國際替代計量

A Study of Constructivist Assessment for English Learning

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