A Study of English Teachers' Classroom Assessment Practices in After-School Learning Centers

國中小課後補習英語教師實施評量之研究

楊存莉(Tsun-Lih Yang)

《弘光學報》 83期 (2019/03) Pp. 109-122

https://doi.org/10.6615/HAR.201903_(83).0009

摘要

Teacher-based multiple classroom assessments to young learners is the current testing paradigm. The Standards of Curriculum for 3rd-9th grade English Education designated multiple assessments to facilitate young language learners' (YLLs) English learning (Ministry of Education R.O.C., 2004). In the afterschool learning context, YLL English tutoring provides extracurricular language learning activities for YLLs, in which teachers' assessment practices are crucial. Most research on this issue has focused on the practices of mainstream, the aspect of after-school learning centers yet has been ignored. This study filled this research gap by investigating 87 YLL English teachers of private language and science learning centers teaching elementary and junior high school students in west Taichung County, central Taiwan. To address the extent these teachers use a variety of classroom assessments, a survey method was adopted to investigate these teachers' test practices in their classrooms and descriptive statistics were applied. Results revealed that the teachers frequently used convenient, familiar, or test-oriented test tasks (e.g., informal questioning, informal observations, formal observation, recitation, fill-in-the-blank questions, multiple-choice, and short answer questions). Overall, elementary school level teachers adopted alternative assessment approach more often, whereas junior high school teachers used more often of traditional one. It is suggested that a compulsory teacher education in assessment should be required for pre- and in-service YLL English teachers of private language and science learning centers. Also, a regular review on the policy and content of external large-scale standard tests for the students is critical. The present study preliminary revealed YLL English teachers' test uses in after-school language and science learning centers in west Taichung County. The study contributed to English education academic community by exploring YLL teachers' implementation of multiple classroom assessments. Further studies are needed with different research methods and various educational contexts to validate the results and explain various English teachers' use of test tasks.

關鍵字

multiple classroom assessment practices ； language and science learning centers ； elementary school ； junior-high school ； young language learners (YLLs) ； English education

並列摘要

國中小實施外語教育已是全世界教育趨勢，近來學者們呼籲需進行更多研究了解英語教師在各種不同教育環境中實施評量的情形；台灣坊間國中小英語學習機構為課後有興趣及需要的學生提供更多的英語學習活動，這些英語教師如何使用評量值得關心探討。之前大多數的實證研究都以國中小義務教育之英語教師實施評量情形為主，課後英語補習實施評量的研究較缺乏，故本研究以紙筆問卷調查87名台灣台中西部地區課後國中小文理補習班英語教師實施評量的現況，使用描述性統計數據進行資料分析及問題解讀。研究結果顯示，課後文理補習班英語教師較常使用的評量方法為施測方便，教師熟悉或考試導向的評量類型（例如，非正式提問，非正式觀察，正式觀察，朗讀，填空題，選擇題和簡答題），無論這些評量方式是屬於傳統或另類評量範疇。總體而言，國小英語文理補習教師較常採用另類評量活動，而國中英語文理補習教師則較常使用傳統評量方法。研究結果建議教育行政單位應規劃要求國中小課後補習機構英語教師職前及在職完整的多元評量培訓課程，另外，也應定期對大規模標準化紙筆英語考試的測驗內容與實施方法進行評估審議；最後建議未來以不同研究方法及探究不同教育情境中教師課室評量的實施情形。

並列關鍵字

多元課室評量 ； 課後文理補習班 ； 國小 ； 國中 ； 年輕語言學習者（YLLs） ； 英語教育

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