本課程旨在有系統地描述全球華語文能力測驗的現況、教學與測驗評量的關係、華語文測驗評量理論與名詞釋義、華語文能力測驗的編製與題型、華語文口說測驗與評量、華語文寫作測驗與評量、華語文試題的難易度分析、華語文試題的鑑別度分析、華語文試題選項的誘答力分析、華語文試題的效度與信度分析、華語文課堂測驗與多元評量，以及華語文測驗與評量研究的現況與未來發展方向，並彙整教育部「對外華語教學能力認證考試」裡的「華語文教學」考科有關華語文教育測驗與評量的試題，以深入淺出的方式讓修習本課程的學生瞭解並掌握海內外華語文教育測驗與評量的點線面，將之有效地運用於華語文教學實務中。This course aims to systematically describe the current situation of global Chinese language proficiency tests, the relationship between teaching and test assessment, Chinese language test assessment theory and terminology, the preparation and question types of Chinese language proficiency tests, Chinese speaking test and Assessment, Chinese language writing test and assessment, difficulty analysis of Chinese language test questions, discrimination analysis of Chinese language test questions, analysis of the attractiveness of Chinese language test questions, validity and reliability analysis of Chinese language test questions, Chinese language test questions Classroom testing and multi-evaluation, as well as the current status and future development direction of Chinese language testing and assessment research, and a compilation of relevant Chinese language education testing and evaluation in the "Chinese Language Teaching" test subject of the Ministry of Education's "Chinese Language Teaching Ability Certification Examination" A large number of test questions are used to enable students taking this course to understand and master the points and lines of Chinese language education tests and assessments at home and abroad in a simple and easy-to-understand way, and to effectively apply them in Chinese language teaching practice.
Main textbooks
蔡喬育（2023）。華語文教育測驗與評量。亞馬遜。
Cai, Qiao-Yu (2018). An item analysis of a self-made placement test for an immigrant Chinese program. In
Qiao-Yu (Ed.), Chinese as a second and foreign language education: Pedagogy and psychology (pp. 83-
109). Palgrave Macmillan.
Cai, Qiao-Yu & Chao, Feng-Mei (2021). Content analysis and comparison of reading tests in the TOCFL
Band A Level and HSK Level 4。於任弘、周靜琬（主編），華教播種者-紀念董鵬程先生文集（頁 277-
308）。世界華語文教育學會。
Zhang, D., & Lin, Chin-Hsi (2017). Chinese as a second language assessment. Springer.
Self-made supplementary materials.
Reference books
王保進（2002）。視窗版 SPSS 與行為科學研究（二版）。台北：心理。
余民寧（2002）。教育測驗與評量－成就測驗與教學評量（二版）。台北：心理。
李坤崇（1999）。多元化教學評量。台北：心理。
李茂興（譯）Kenneth D. Hopkins 原著（2002）。教育測驗與評量。台北：學富。
周文欽、歐滄和、許擇基、盧欽銘、金樹人、范德鑫（1995）。心理與教育測驗。台北：心理。
邱皓政（2001）。社會與行為科學的量化研究與統計分析：SPSS 中文視窗版資料分析範例解析。
台北：五南。
張莉萍(2002)。華語文能力測驗理論與實務。台北：師大書苑。
許擇基、劉長萱（1992）。試題作答理論簡介。台北：中國行為科學社。
郭生玉（2003）。心理與教育測驗（十六版）。台北：精華。
陳英豪、吳裕益（2003）。測驗與評量。高雄：復文。
單小琳（1999）。多元評量。台北：聯經。
劉英林（1994）。漢語水平考試研究。北京：現代出版社。
歐滄和（2002）。教育測驗與評量。台北：心理。
ACTFL National Standard.
ACTFL Proficiency Guidelines.
Hill, C., & Parry, K. (1994). From testing to assessment. NY: Longman.
Hughes, A. (2003). Testing for language teachers. Cambridge, UK: Cambridge University Press.
Madsen, H. S. (1983). Techniques in testing. Oxford: Oxford University Press.
Main textbooks
Cai, Qiaoyu (2023). Testing and assessment in Chinese language education. Amazon.
Cai, Qiao-Yu (2018). An item analysis of a self-made placement test for an immigrant Chinese program. In
Qiao-Yu (Ed.), Chinese as a second and foreign language education: Pedagogy and psychology (pp. 83-
109). Palgrave Macmillan.
Cai, Qiao-Yu & Chao, Feng-Mei (2021). Content analysis and comparison of reading tests in the TOCFL
Band A Level and HSK Level 4. Yu Renhong and Zhou Jingwan (Editors-in-Chief), Sowers of Chinese Education - Collected Works in Memory of Mr. Dong Pengcheng (page 277-
308). World Chinese Language Education Association.
Zhang, D., & Lin, Chin-Hsi (2017). Chinese as a second language assessment. Springer.
Self-made supplementary materials.
Reference books
Wang Baojin (2002). Windows version of SPSS and behavioral science research (2nd ed.). Taipei: Psychology.
Yu Mining (2002). Educational testing and assessment—Achievement testing and teaching assessment (2nd ed.). Taipei: Psychology.
Li Kunchong (1999). Diversified teaching assessment. Taipei: Psychology.
Li Maoxing (translated) Original work by Kenneth D. Hopkins (2002). Educational testing and assessment. Taipei: Xuefu.
Zhou Wenqin, Ou Canghe, Xu Zeji, Lu Qinming, Jin Shuren, and Fan Dexin (1995). Psychological and educational testing. Taipei: Psychology.
Qiu Haozheng (2001). Quantitative research and statistical analysis in social and behavioral sciences: Analysis of data analysis examples in the Chinese Windows version of SPSS.
Taipei: Wunan.
Zhang Liping (2002). Theory and practice of Chinese language proficiency testing. Taipei: Normal University Library.
Xu Zeji and Liu Changxuan (1992). An introduction to test answer theory. Taipei: Chinese Behavioral Science Society.
Guo, Shengyu (2003). Psychological and educational testing (16th ed.). Taipei: Essence.
Chen Yinghao and Wu Yuyi (2003). Testing and Assessment. Kaohsiung: Fuwen.
Shan, Xiaolin (1999). Multiple assessments. Taipei: Lianjing.
Liu Yinglin (1994). Research on Chinese Proficiency Test. Beijing: Modern Publishing House.
Ou Canghe (2002). Educational testing and assessment. Taipei: Psychology.
ACTFL National Standard.
ACTFL Proficiency Guidelines.
Hill, C., & Parry, K. (1994). From testing to assessment. NY: Longman.
Hughes, A. (2003). Testing for language teachers. Cambridge, UK: Cambridge University Press.
Madsen, H. S. (1983). Techniques in testing. Oxford: Oxford University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
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