1. 九年一貫教育英語科 試題編製與試題實作工作坊 彰化師範大學英語系 黃春騰 huangtt@cc.ncue.edu.tw 97 年 2 月 21-22 日

3. 訂定各分項語言能力之測驗目標 Skills vs. Knowledge World knowledge vs. Ling knowledge General lang knowledge vs. Professional ling knowledge Language use vs. Language usage

4. 將各分項語言能力指標轉變為題型 Formats for listening skills-targeted skills –Grammatical competence: words & rules Phonological component Morpho-syntatic component Semantic component –Sociolinguistic competence: appropriateness Language use vs. usage Communicative functions vs. ling form – Discourse competence: coherence & cohesion –Strategic competence: communication strategies Formats for reading skills Formats for speaking skills Formats for writing skills

5. 決定測驗之能力項目與測驗目的 Scope of the tested skill –Full scale vs. focused scope of skill Content covered –General proficiency vs. instructed content

6. Quality Control: Validity Test validity: the degree to which a test measures what it was designed to measure. –Construct validity: refers to the totality of evidence about whether a particular operationalization of a construct adequately represents what is intended by theoretical account of the construct being measured. –Face validity: Face validity is very closely related to content validity, though it should not be confused with it. While content validity depends on a theoretical basis for assuming if a test is assessing all domains of a certain criterion (e.g. does assessing addition skills yield in a good measure for mathematial skills? - To answer this you have to know, what different kinds of arithmetic skills mathematical skills include ) face validity relates to whether a test appears to be a good measure or not.

7. Validity (cont.) Content validity: Items are chosen so that they comply with the test specification which is drawn up through a thorough examination of the subject domain. This is a non-statistical type of validity that involves “the systematic examination of the test content to determine whether it covers a representative sample of the behaviour domain to be measured” (Anatasi & Urbina, 1997 p114). Fd

8. Criterion-Related Validity Concurrent validity refers to the degree to which the operationalization correlates with other measures of the same construct that are measured at the same time. Predictive validity refers to the degree to which the operationalization can predict (or correlate with) with other measures of the same construct that are measured at some time in the future.

9. Convergent validity refers to the degree to which a measure is correlated with other measures that it is theoretically predicted to correlate with. Discriminant validity describes the degree to which the operationalization does not correlate with other operationalizations that it theoretically should not correlated with.

10. Quality Control: Reliability Reliability is the consistency of a set of measurements or measuring instrument. This can either be whether the measurements of the same instrument give (test-retest) or are likely to give the same measurement, or in the case of more subjective instruments, whether two independent assessors give similar scores (inter-rater reliability). Reliability does not imply validity. That is, a reliable measure is measuring something consistently, but not necessarily what it is supposed to be measuring. For example, while there are many reliable tests of specific abilities, not all of them would be valid for predicting, say, job performance.inter-rater reliabilityvalidity