淺談學習、操作與解釋語言評量的困難與常見錯誤－從中等學校特教系師資生的觀點出發

The Difficulties and Common Mistakes in Learning, Manipulating and Explaining Language Assessment - The Perspective of Students in the Department of Special Education

林思賢(Lin, Sih-Sian) ； 葉芃(Yah, Peng)

《特殊教育發展期刊》 68期 (2019/12) Pp. 73-86

https://doi.org/10.7034/DSE.201912_(68).0006

摘要

本文以中等學校特教系師資生之觀點，探討在學習與操作語言相關評量時容易出現的困難與錯誤。首先介紹特殊教育領域常見之語言評估方式，再提出實施以及解釋語言評量結果過程中常見的錯誤。實施標準化測驗常出現的困難與錯誤包含不熟悉評量工具等六項；非標準化部分則有資料完整度不足和評量之信效度問題兩大困難；而在解釋測驗結果方面，則包含對測驗性質不了解等六項困難與錯誤。最後，提出針對師資培育、測驗編製與師資生學習之具體建議與調整方向以供參考，盼能提升特教系學生在語言評量方面的知能與學習成效。

關鍵字

語言評量 ； 中等學校特教系師資生

並列摘要

This article explains the difficulties and common mistakes when students in the department of special education are learning, manipulating and explaining language assessment. First, introduce common standardized and non-standardized assessment methods in language assessment, and then talk about the common mistakes and difficulties. The problem of standardized part includes unfamiliar with multi -test or multi-stage assessment tools, understanding problems when reading the instruction manual, lack of practice before the formal operation, mistakes during testing, scoring difficulties or mistakes, and needed to test student who is not on the age range of the norm. Non-standardized parts include insufficient data integrity and the reliability and validity problems of assessment. After all, propose several suggestions for teacher training, standardized test design and pre-service teachers of special education, hope to provide scholars, researchers and students in the department of special education for reference.

並列關鍵字

language assessment ； pre-service teachers of special education

參考文獻

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