國中英語科能力指標解讀 與試題編製原則 改編自劉慶剛教授 國立臺北大學

I. What kind of test do we give? Bloom’s taxonomy of educational objectives --cognitive domain 認知 --affective domain 情意 --psychomotor domain 動作技能

II. What is the cognitive domain? Category Example and Key Words Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules. Key Words: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state. Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrite the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translate an equation into a computer spreadsheet. Key Words: comprehend, convert, defend, distinguish, estimate, explain, extend, generalizes, gives Examples, infer, interpret, paraphrase, predict, rewrite, summarize, translate.

II. What is the cognitive domain? Category Example and Key Words Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

II. What is the cognitive domain? Category Example and Key Words Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.  Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

II. What is the cognitive domain? Category Example and Key Words Synthesis: Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrate training from several sources to solve a problem. Revise and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

II. What is the cognitive domain? Category Example and Key Words Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

III. Making a two-way specification table 雙向細目表 Objectives Materials Knowledge Comprehension Application Analysis Synthesis Evaluation Total % Words/phrases/grammar 10 4 1 2 18 40 Cloze 7 15.5 Reading comprehension 12 20 44.4 15 45 100 33.3 8.8 2.2

IV. Test item characteristics -- discrimination (-1  D  1), the higher the D value, the better the test item 鑑別度 = 高分組答對百分比 - 低分組答對百分比 -- difficulty (0  P  1), the higher the P value, the easier the test item 難度表示通過人數百分比 難度 = 答對人數 / 總人數 -- distracter

V. Types of assessment (CEF document, p. 183) Achievement assessment Proficiency assessment 2 Norm-referencing (NR) Criterion-referencing (CR) 3 Mastery learning CR Continuum CR 4 Continuous assessment Fixed assessment points 5 Formative assessment Summative assessment 6 Direct assessment Indirect assessment 7 Performance assessment Knowledge assessment 8 Subjective assessment Objective assessment 9 Checklist rating Performance rating (rating on a scale) 10 Impression Guided judgment 11 Holistic assessment Analytic assessment 12 Series assessment Category assessment 13 Assessment by others Self-assessment

VI. 國中英語科能力指標 聽 國小階段 1-1-1 能聽辨26個字母。 1-1-2 能聽辨英語的子音與母音。 1-1-1 能聽辨26個字母。 1-1-2 能聽辨英語的子音與母音。 1-1-3 能聽辨課堂中所習得的詞彙。 1-1-4 能聽辨句子的語調。 1-1-5 能聽辨課堂中所習得的字詞、片語、及句子的重音。 1-1-6 能聽辨句子的節奏。 1-1-7 能聽懂常用的教室用語及日常生活用語。 1-1-8 能聽懂簡易句型的句子。 1-1-9 能聽懂簡易的日常生活對話。 *1-1-10 聽懂簡易歌謠和韻文的主要內容。 *1-1-11能聽懂簡易兒童故事及兒童短劇的大致內容。 國中階段 延續國小階段的基礎，繼續發展以下各項能力： 1-2-1 能瞭解簡易歌謠、韻文的節奏、音韻與內容。 1-2-2 能辨識不同句子語調所表達的情緒和態度。 1-2-3 能聽懂日常生活對話和簡易故事。 *1-2-4 能辨識對話或訊息的情境及主旨。 *1-2-5 能聽懂簡易影片和短劇的大致內容。

VI. 國中英語科能力指標 國小階段 說 2-1-1 能說出26個字母。 2-1-2 能唸出英語的語音。 2-1-1 能說出26個字母。 2-1-2 能唸出英語的語音。 2-1-3 能說出課堂中所習得的詞彙。 2-1-4 能以正確的語調說出簡易句型的句子。 2-1-5 能使用所習得的教室用語。 2-1-6 能以簡易的英語介紹自己。 2-1-7 能以簡易的英語介紹家人和朋友。 2-1-8 能依情境使用所習得的日常生活用語。 2-1-9 能作簡單的提問、回答和敘述。 2-1-10能朗讀和吟唱歌謠韻文。 2-1-11 能以所習得的英語看圖說話。 *2-1-12 能進行簡易的角色扮演（role play）。 國中階段 延續國小階段的基礎，繼續發展以下各項能力： 2-2-1 能使用所習得的教室用語。 2-2-2 能以簡易的英語參與課堂上老師引導的討論。 2-2-3 以簡易的英語表達個人的需求、意願和感受。 2-2-4 能以簡易的英語描述日常生活中相關的人、事、時、地、物。 2-2-5 能依人、事、時、地、物作提問和回答。 *2-2-6 能依情境及場合，適切地表達自我並與他人溝通。 *2-2-7 能參與簡易的短劇表演。 *2-2-8 能以簡易的英語介紹國內外風土民情。

VI. 國中英語科能力指標 國小階段 讀 3-1-1 能辨識印刷體大小寫字母。 3-1-2 能辨識課堂中習得的詞彙。 3-1-1 能辨識印刷體大小寫字母。 3-1-2 能辨識課堂中習得的詞彙。 3-1-3 能看懂簡易的英文標示。 3-1-4 能辨識歌謠、韻文、故事中的常用字詞。 3-1-5 能看懂簡單的句子。 3-1-6 能辨識英文書寫的基本格式。 3-1-7 能朗讀（read aloud）課本中的對話和故事。 *3-1-8 能藉圖畫、圖示等視覺輔助，閱讀並了解簡易故事及兒童短劇中的大致內容。 *3-1-9 能藉圖畫、標題、書名，猜測或推論主題。 國中階段 延續國小階段的基礎，繼續發展以下各項能力： 3-2-1 能辨識英文字母的連續書寫體 (cursive writing)。 3-2-2 能用字典查閱字詞的發音及意義。 3-2-3 能看懂常用的英文標示和圖表。 3-2-4 能用適切的語調、節奏朗讀短文、簡易故事等。 3-2-5 能了解課文的主旨大意。 3-2-6 能了解對話、短文、書信、故事及短劇等的重要內容與情節。 3-2-7 能從圖畫、圖示或上下文，猜測字義或推論文意。 *3-2-8 能辨識故事的要素，如背景、人物、事件和結局。 *3-2-9 能閱讀不同體裁、不同主題的簡易文章。

VI. 國中英語科能力指標 國小階段 寫 4-1-1 能書寫印刷體大小寫字母。 4-1-2 能書寫自己的姓名。 4-1-1 能書寫印刷體大小寫字母。 4-1-2 能書寫自己的姓名。 4-1-3 能臨摹抄寫課堂中習得的詞彙。 4-1-4 能臨摹抄寫課堂中習得的句子。 4-1-5 能拼寫一些基本常用字詞（至少一百八十個）。 4-1-6 能依圖畫、圖示填寫重要字詞。 4-1-7 能掌握英文書寫格式寫出簡單的句子。 國中階段 延續國小階段的基礎，繼續發展以下各項能力： 4-2-1 能依提示，填寫簡單的表格。 4-2-2 能依提示合併、改寫句子及造句。 4-2-3 能寫簡單的賀卡、書信（含電子郵件）等。 4-2-4 能將簡易的中文句子譯成英文。 *4-2-5 能依提示書寫簡短的段落。

VI. 國中英語科能力指標 聽說讀寫綜合應用能力 國小階段 5-1-1 能正確地辨識、唸出與寫出26個英文字母。 5-1-1 能正確地辨識、唸出與寫出26個英文字母。 5-1-2 能聽懂及辨識課堂中所習得的英語詞彙。 5-1-3 在聽讀時，能辨識書本中相對應的書寫文字。 5-1-4 口語部份至少會應用三百個字詞，書寫部份至少會拼寫其中一百八十 個字詞，以應用於簡易的日常溝通中。 5-1-5 能聽懂日常生活應對中常用語句，並能作適當的回應。 *5-1-6 能依文字或口語提示寫出重要字詞。 *5-1-7 能運用字母拼讀法(phonics)。 國中階段 延續國小階段的基礎，繼續發展以下各項能力： 5-2-1 能熟習課綱中所標示之一千二百個基本單字，並能應用於日常生活的溝通中。 5-2-2 能轉述別人簡短的談話。 5-2-3 能聽懂日常生活對話、簡易故事或廣播﹐並能以簡單的字詞、句子記下要點。 5-2-4 能看懂故事及簡易短文，並能以簡短的句子說出或寫出其內容大意。 *5-2-5 能看懂日常溝通中簡易的書信、留言、賀卡、邀請卡等，並能以口語或書面作簡短的回應。 *5-2-6 能看懂並能填寫簡單的表格及資料等。 *5-2-7 能翻譯簡易的中英文句子。

VII. Common reference levels: self-assessment grid (CEF document, p B1 understanding Listening I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

VII. Common reference levels Speaking Spoken interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. Spoken production I can use simple phrases and sentences to describe where I live and people I know. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

VII. Common reference levels Writing I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

VIII. 試題編製原則 Principle 1 A. The Multiple choice test for vocabulary and grammar (Yu, 2005) 1. Principle one: Make sure that the test is evaluating the language ability you want to assess (試題的設計應該能夠測量到重要的學習成果) Poor examples: A: I don’t know whether I can be a good teacher or not. B: _____ (A) It doesn’t matter. (B) You knew what I meant. (C) You should believe in yourself. (D) Sure. I’ll be able to do it. Chinese people celebrate _____ by eating rice dumplings. (A) Moon Festival (B) Chinese New Year (C) New Year’s Day (D) Dragon Boat Festival

VIII. 試題編製原則 Principle 2 2. Principle two: Make sure of the consistency of vocabulary levels, the length and the number of the answer options for each question (每道試題的選項數目、難度及長度均應保持一致) Poor examples: _____ for the best and prepare for the worst. (A) Pick (B) Treat (C) Hope (D) Care Which of the following is true? (A) Mr. Green never eats junk food. (B) Mr. Green seldom eats fruit and vegetables. (C) Mr. Green sometimes goes jogging and sometimes goes swimming. (D) Mr. and Mrs. Green never go for a walk together.

VIII. 試題編製原則 Principle 3 3. Principle three: Make sure that enough information/clues are given for each question without irrelevant information (題幹的敘述宜清楚表達題意，避免過短、過長、或無關之文字) Poor examples: I don’t know if Tom _____ his friend from America. (A) will meet (B) have met (C) meets (D) meet Andrew, my father’s brother, is my _____. He likes to help others and I learn a lot from him. (A) cousin (B) uncle (C) aunt (D) grandpa

VIII. 試題編製原則 Principle 4 4. Principle four: Avoid splitting the question into two parts (題幹應保持完整) Poor example: There are a lot of (A) food (B) child (C) fish (D) person in the market.

VIII. 試題編製原則 Principle 5 5. Principle five: Avoid repeating the same words in the answer options (選項中避免出現太多相同文字) Poor examples: Student A: Taipei 101 is the tallest building in Taiwan. Student B: _____ (A) You mean it is taller than the other building in Taiwan? (B) You mean it is taller than any other buildings in Taiwan? (C) You mean it is taller than all the other buildings in Taiwan? (D) You mean it is the tallest than other buildings in Taiwan? What do western people think about sneezing? (A) They think sneezing is bad for you. (B) They think sneezing is a sign of good luck. (C) They think sneezing lets evils come out of your body. (D) They have many ideas about what sneezing means.

VIII. 試題編製原則 Principle 6 6. Principle six: Make sure that each distracter should be seemingly, to some degree, related to the question (所有誘答選項的敘述，應該具有與題幹敘述相關聯的似真性或合理性) Poor example: When I am hungry, any food looks _____ to me. (94-2) (A) common (B) delicious (C) honest (D) simple

VIII. 試題編製原則 Principle 7 7. Principle seven: Avoid using negative expressions for the questions; If needed, the negative word should be emphasized [CAPITALIZED, bold or underlined]. (題幹中儘量使用肯定的敘述，避免使用否定的敘述；如果必要使用否定敘述時，宜特別強調否定的字詞，如用大寫、粗體、或斜體) Poor example: Look at the picture. Which is not on the desk? (A) A dog. (B) A book. (C) An eraser. (D) A lamp.

VIII. 試題編製原則 Principle 8 8. Principle eight: Make sure that there is only one best or correct answer to the question (試題確定只有一個清楚表達的正確答案或相對較佳的答案) Poor examples: I still couldn’t pass the test _____ I studied hard. (A) because (B) if (C) after (D) though I parked my bike here, but now I don’t know why it _____. (A) is found (B) is gone (C) gets broken (D) gets lost

VIII. 試題編製原則 Principle 9 9. Principle nine: All answer options should be grammatically correct if chosen to filled in or respond to the context of the question (所有選項的答案均須符合題幹的句法結構；若為單字或片語測驗，則須詞性一致) Examples for discussion: Don’t _____ to do your homework. (A) forget (B) forgot (C) forgetting (D) to forget If I finish my homework before eight o’clock, my parents will let me _____ TV for one hour. (94-2) (A) watch (B) watching (C) to watch (D) have watched

VIII. 試題編製原則 Principle 10 10. Principle ten: Avoid providing any unnecessary clues in favor of the desirable choices (題幹避免出現對正確選項不必要的暗示) Poor examples: (1) Melisa is a _____ girl. She often smiles and is polite to everybody. (A) friendly (B) honest (C) active (D) useful (2) Bob: Do you know anyone from Class A? Jeff: No, I don’t know _____ of them. (A) one (B) some (C) many (D) any

VIII. 試題編製原則 Principle 10 Susan is very excited. She will visit Taiwan next week and stay here for a month. Before she comes to Taiwan, she will learn some Taiwanese customs. She goes to the library to know more about Taiwan. In Taiwan, food is very different from in the US. People in Taiwan like to eat rice, so Susan needs to learn how to use chopsticks. She also needs to learn to say some easy Taiwanese greetings because they might be useful. (3) Which of the following is NOT true? (A) Susan will stay in Taiwan for one month. (B) Susan is excited about visiting Taiwan. (C) Susan goes to the library in Taiwan to learn some more customs. (D) The food in Taiwan is different from in the US.

VIII. 試題編製原則 Principle 10 (4) Susan doesn’t feel _____. She’s taking a rest in her bedroom. (A) well (B) bad (C) badly (D) wrong (5) ?We don’t just kill time by _____. (A) going to the movies (B) sounds terrible (C) read novels or magazines (D) to listen to great special music

VIII. 試題編製原則 Principle 11 11. Principle eleven: Avoid using “None of the above” or “All of the above” (錯誤選項竟亮避免使用「以上皆是」或「以上皆非」) Example for discussion: Who does Julian go to the park with? (A) Nick. (B) Julia. (C) Grandma. (D) All of them. (See reading comprehension: Section C)

VIII. 試題編製原則 Principles 12-14 12. Principle twelve: Randomize the positions of the answer options (以隨機方式排列正確選項的位置，避免多把答案置於C或D的位置) 13. Principle thirteen: Control the difficulty of the test by elaborating either the question or the answer options (以變化題幹或改變選項來控制試題的難度) Example for discussion: Aaron has to check when his flight will _____ before he can ask his friend to pick him up at the airport. (A) reach (B) arrive (C) hurry (D) pass 14. Principle fourteen: Each test item or each set of test items should be independent (每一試題或每一題組應各自獨立)

VIII. 試題編製原則 Principles 15-17 15. Principle fifteen: Avoid the ordering effects or learning-by-route effect (avoid giving the test following the context of the textbook) (若為課內複習考題，應避免按教科書內容之順序來排列試題) 16. Principle sixteen: Make sure that the test is not the test of speed; avoid giving too many items in a limited period of testing time (試題不宜過多，以免成為速度測驗) 17. Any other related principles can be applied here, as long as it helps giving a valid, reliable test for language learning. However, the language used for the testing should be acceptable, informative, and communicative. (出題還應就測驗之目的，應用各方有利之原則，不可太墨守成規；但文字、修辭仍須講究)

VIII. 試題編製原則 More Examples for discussion: My classmate, Kevin, won first prize, and we _____. (A) were proud of him (B) are tired of him (C) look forward to him (D) get along with him The baseball game was really _____ last night. Both teams played so well that we didn’t know until the last minute which would win. (A) boring (B) tiring (C) exciting (D) surprising

VIII. 試題編製原則 ____ 1. 是否符合測驗目標？ ____ 2. 每道試題的選項數目及長度是否保持一致？ A suggested check list for the multiple-choice test ____ 1. 是否符合測驗目標？ ____ 2. 每道試題的選項數目及長度是否保持一致？ ____ 3. 題幹的敘述是否清楚表達題意，是否過短、過長(約10-20字)？ ____ 4. 題幹中如果使用否定敘述，是否已用大寫字母強調否定字詞？ ____ 5. 所有選項的答案是否符合題幹的句法結構；若為單字或片語測驗，則是否詞性一致？ ____ 6. 答案是否明確、唯一，以免引起困擾與爭議？ ____ 7. 題幹是否出現對正確選項不必要的暗示？ ____ 8. 正答與誘答選項之難度是否接近？ ____ 9. 誘答選項是否具誘答力？ ____ 10. 某答案選項是否過多或過少？是否應再隨機排列？

B. The Cloze test Miranda: Tom, could you please stop 1 ? Tom: What? Miranda: You promised you 2 never smoke again! Did you forget 3 that? Tom: Oh, not again. I never blamed you for the wrong thing. Miranda: Tom! I’m worrying about your health! Tom: I know. Fine. I will stop 4 the plants, Okay? 1. (A) smoke (B) to smoke (C) smoking (D) smoked 2. (A) would (B) should (C) could (D) mustn’t 3. (A) say (B) to say (C) saying (D) said 4. (A) water (B) to water (C) watering (D) watered

B. The Cloze test (19~21) One day after dinner, Lois went to the park for a walk. On her way there, she was stopped by a man who 19 his fingernails. “Somebody took my bag,” he said, “and I have no money to get home.” He asked Lois if she could lend him some money. Lois was afraid and said “no” to him in a polite way. The man did not listen and kept asking for money. Lois did not change her mind. The man got angry and cried out, “You 24 a cold person. I hate you!” Lois felt so bad that she ran home quickly. Even today, Lois is still wondering whether what she 21 to that man was right or wrong. fingernail 指甲 wonder 疑惑 19. (A) bites (B) has bit (C) was biting (D) would bite 20. (A) are (B) were (C) will be (D) would be 21. (A) says (B) said (C) will say (D) would say

B. The Cloze test (21-23) (95-1) Shu-fen is in her third year of junior high school. She has many tests every day, but she does not even want to look at her books. Shu-fen was not like this before. In fact, she 21 studying during her first two years of high school and always got high grades on tests. She was happy then. But these days Shu-fen always feels tired and bored. There 22 so many tests that Shu-fen cannot relax and do the things she likes. But what can she do? She can only tell herself that things 23 better after she starts senior high school. 21. (A) enjoys (B) enjoyed (C) has enjoyed (D) will enjoy 22. (A) are (B) were (C) would be (D) are going to be 23. (A) get (B) got (C) have got (D) will get

VIII. 試題編製原則 _____ 1. 是否符合測驗目標？ _____ 2. 各選文是否有不同主題、風格、體裁？ A suggested check list for the Cloze test _____ 1. 是否符合測驗目標？ _____ 2. 各選文是否有不同主題、風格、體裁？ _____ 3. 選文是否兼顧教育性、知識性、趣味性，並符合考生之生活、學習經驗及認知能力？ _____ 4. 選文難易是否適中？ _____ 5. 是否已避免在選文的首句及末句安置空格？ _____ 6. 每個空格是否有足夠之解題線索？ _____ 7. 考題分配是否整體理解與局部理解並重，並兼顧語意及語法？ _____ 8. 選項是否符合句法結構，拼字、用詞是否正確；若為單字或片語測驗，是否詞性一致？ _____ 9. 各個誘答選項是否具誘答力？ _____10. 答案是否明確、唯一，以免引起困擾與爭議？

C. The reading comprehension test Dear A-May, I am in trouble now. My classmate sitting next to me likes to talk to me in class. But I want to listen to the teacher carefully. I really don’t know how to tell her about this. Please help me. A troubled student, A-Kwai Dear A-kwai, You must be a nice and kind girl! It is really hard to let you get rid of your trouble, but you still need to try it! I think your classmate wants to show that she likes you very much, so you may tell her that you both need to have a quiet and hard-working environment to listen to your teacher in class. If she loves you, she will keep quiet right away; if she doesn’t, you should ask your teacher to change your seat. Truly yours, A-May

1. Who is a trouble to A-Kwai 1. Who is a trouble to A-Kwai? (A) Her mother (B) Her family (C) Her boyfriend (D) Her classmate 2. Why does A-Kwai write a letter to A-May for help? (A) Because she loves A-May very much. (B) Because A-May is her favorite singer. (C) Because she doesn’t know how to ask her classmate to be quiet. (D) Because her classmate is very quiet and hard-working. 3. Which is NOT the way that A-May tells A-Kwai to get rid of her trouble? (A) Asking the teacher to change her seat to another seat. (B) Telling her classmate to be much quieter. (C) Asking the teacher to give her classmate a spanking. (D) Trying to ask her classmate to be quiet.

43~45 Once, when I was a teenager, my father and I were standing in line to buy tickets to a baseball game. After a long wait, there was only one family left in front of us. I noticed this family because there were six children under the age of ten. You could tell they didn’t have much money. The ticket lady asked the father how many tickets he wanted. He proudly answered, “Let me have eight tickets so I can take my children and wife inside.” The ticket lady told him the price. The man didn’t have enough money and put his hands in his pocket. Seeing what was going on, my father pulled a thousand-dollar bill out and dropped it on the ground. Then he picked up the bill, called the man and said, “Excuse me, sir. This bill fell out of your pocket.” The man, with tears in his eyes, said, “Thank you, sir. This means a lot to my family.” My father and I didn’t watch the baseball game that night, but we were still happy.

43. What does the word “this” mean in the reading 43. What does the word “this” mean in the reading? (A) The writer’s father gave the man some money. (?) (B) The writer and his father were honest. (C) The man was proud of having six children. (D) The ticket lady gave the man some free tickets. 44. Which is NOT true about the family? (A) They didn’t have the money to pay for the tickets. (?) (B) There were eight people in the family. (C) The father didn’t know the tickets were so expensive. (D) The family didn’t watch the baseball game in the end. 45. Why did the writer’s father drop the bill on the ground? (A) He wasn’t careful enough, so the bill just dropped. (B) He wanted to help the man without hurting his feelings. (C) He wanted to play games with the man. (?) (D) He wanted the children to pick it up.

Julian’s Saturday Saturday Activities 8:00 a.m. get up 8:30 a.m. eat breakfast 9:30 a.m. study English 12:00 p.m. eat lunch at home 1:30 p.m. go to the park with Nick 5:50 p.m. go to Grandma’s house for dinner 8:30 p.m. watch TV 9:30 p.m. go to bed

1. When does Julian study English. (A) At 8:30 a. m. (B) At 9:30 a. m 1. When does Julian study English? (A) At 8:30 a.m. (B) At 9:30 a.m. (C) At 12:00 a.m. (D) At 8:30 p.m. 2. Who does Julian go to the park with? (A) Nick. (B) Julia. (?) (C) Grandma. (D) All of them. (?) 3. Where does Julian eat dinner? (A) At home. (B) At Nick’s house. (?) (C) At his friend’s house. (?) (D) At his grandmother’s house.

(37~39) English has many useful phrases about colors (37~39) English has many useful phrases about colors. For example, you can call someone a “black sheep” to show that he or she is the bad person in the group. A “white lie” is a polite lie you tell so that you don’t hurt another person. But calling something a “white elephant” means you don’t need that thing. Someone who has a “green thumb” is good at gardening. And if you are “yellow,” that says that you are afraid of something. Someone who is “blue” is feeling bad. But a person who is “black and blue” got hurt all over. And when we say that something happens “once in a blue moon,” we are really saying that it seldom happens. phrase 片語 thumb 拇指

37. Margaret came home with a large, ugly clock that she put in the corner of her room and never looked at again. What can we call the clock she bought? (A) A black sheep (B) A white lie (C) A green thumb (D) A white elephant 38. Peter used to give flowers to Vicky all the time, but now he only gives them to her once in a blue moon. How often does Peter give flowers to Vicky? (A) Almost never (B) Very often (C) Every day (D) Every month 39. Mr. Johnson plants a lot of flowers in his front yard. They grow well and look very beautiful. What can we say about Mr. Johnson? (A) Mr. Johnson is yellow. (B) Mr. Johnson has a green thumb. (C) Mr. Johnson is a black sheep. (D) Mr. Johnson has a white elephant.

…What worries us more now is that more and more old people are dumped and nobody cares for them at all. Even though they are poor and sick, their family still leave them alone—they live alone, cook alone, eat alone, and go to the doctor alone…. 1. When we say old people are “dumped,” it means they are _____ by their family. (A) killed (B) picked (C) left alone (D) sold

30~32

30. Which is the place that has the best air quality. (A) Ilan 30. Which is the place that has the best air quality? (A) Ilan. (B) Hualien. (C) Taoyuan. (D) Taipei. 31. Which is the place that has the worst air quality? (A) Hualien. (B) Taoyuan. (C) Kaohsiung. (D) Taipei 32. Which is true? (A) Ilan’s air quality is better than Hualien’s. (B) Taipei’s air quality is better than Taichung’s. (C) Taichung’s air quality is worse than Chiayi’s. (D) Chiayi’s air quality is as bad as Taichung’s.

A suggested check list for the reading comprehension test _____ 1. 是否符合測驗目標？ _____ 2. 各選文是否有不同主題、風格、體裁，且難易適中？ _____ 3. 選文是否兼顧教育性、知識性、趣味性，並符合考生之生活、學習經驗及認知能力？ _____ 4. 題幹及選項之文字是否與選文相近？ _____ 5. 測驗內容是否會涉及文本外之常識或知識，或僅憑常識或知識，無須閱讀文本即可作答？ _____ 6. 題幹中如果使用否定敘述，是否已用大寫字母強調否定字詞？ _____ 7. 答案是否明確、唯一，以免引起困擾與爭議？ _____ 8. 正答與誘答選項之字數、難度是否接近？ _____ 9. 誘答選項是否具誘答力？ _____10. 是否knowledge (知識), comprehension (理解), application (應用), analysis (分析), synthesis (綜合), evaluation (評鑑)各項能力均已分配適量之考題 參考(III之雙向細目表)？

D. Complete the blanks with words 1. S____e is standing over there. Do you know him? 2. I would like to mail this p_____e to the USA. 3. A: Have you ever seen a d_____n? B: No, never. 4. It rained all day. I felt so b_____d at home. 5. Do you have any A_____n friends? A suggested check list for the blank-completion test _____ 1. 是否符合測驗目標？ _____ 2. 每題題幹是否提供足夠之解題線索？ _____ 3. 題幹及選項之文字是否與選文相近？ _____ 4. 答案是否明確、唯一，是否允許多組答案？

E. Translation 1. Linda的舞會這個星期六晚上在Vicky家舉行。 ________________________________________________________ 2. 我最喜歡的飲料就是有很多糖的水果牛奶。 3. 我的妹妹們已經把草莓放在冰淇淋上面了，而且嚐起來很棒。 4. 這個城市的公車司機幫助人們帶腳踏車上公車。 5. A: Tony的舞會在四樓辦。 B: 我要如何到那裡？

E. Translation 1. Linda的舞會這個星期六晚上在Vicky家舉行。 Linda’s party is at Vicky’s house this Saturday night. 2. 我最喜歡的飲料就是有很多糖的水果牛奶。 My favorite drink is fruit milk with a lot of sugar. 3. 我的妹妹們已經把草莓放在冰淇淋上面了，而且嚐起來很棒。 My sisters have already put the strawberries on the ice cream, and it tastes great. 4. 這個城市的公車司機幫助人們帶腳踏車上公車。 The bus drivers in this city helps people take their bicycles on the bus. 5. A: Tony的舞會在四樓辦。 B: 我要如何到那裡？ A: Tony’s ball will be on the fourth floor. B: How can I get there?

A suggested check list for the blank-completion test _____ 1. 是否符合測驗目標？ _____ 2. 每題題幹是否用自然的中文表達文意？ _____ 3. 答案是否明確、唯一，是否允許多組答案？ F. Others

App. 1 How to calculate discrimination values 傳統測驗理論中，難度表示通過人數百分比，鑑別度為高分組答對百分比減低分組答對百分比。 如果有75人接受文法測驗，高、低分組（即整個測驗中得高分的前27％，得低分的後27％）各有18人、12人答對某個題目，試問題目 鑑別度是多少呢？難度指數是多少？ 此題無法得知所有答對人數， 只能以高、低分兩組人的比例做推估， 75*27%=20.25，假設高分組有20人，低分組亦有20人， 難度 = 答對人數 / 總人數 =(18+12)/(20+20) = 0.75 鑑別度 = 高分組答對百分比 - 低分組答對百分比 = 18/20 - 12/20 = 0.3 Back

V. Types of assessment (CEF document, p. 183) Norm-referencing is the placement of learners in rank order (among their peers). Criterion-refering imlies the mapping of the continuum of proficiency levels in relation to the total criterion space. V. Types of assessment (CEF document, p. 183) 1 Achievement assessment Proficiency assessment 2 Norm-referencing (NR) Criterion-referencing (CR) 3 Mastery learning CR Continuum CR 4 Continuous assessment Fixed assessment points 5 Formative assessment Summative assessment 6 Direct assessment Indirect assessment 7 Performance assessment Knowledge assessment 8 Subjective assessment Objective assessment 9 Checklist rating Performance rating 10 Impression Guided judgment 11 Holistic assessment Analytic assessment 12 Series assessment Category assessment 13 Assessment by others Self-assessment