中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

الإطار المرجعي الأوروبي المشترك للغات ويرمز له اختصارا ب: ) CEFR (، هو وثيقة أعدها مجلس أوروباضمن مشروع «تعلم اللغات من أجل المواطنة الأوروبية » بين عامي 1989 و 1996 م. وصدرت الطبعةالإنجليزية عام 2000 ، وقد أوصى مجلس الاتحاد الأوروبي، في نوفمبر 2001 ، باستخدام ) CEFR ( لإقامةنظم التحقق من القدرة اللغوية. وقد نشرت الطبعة العربية الأولى منه عام 2008 م مترجمة عن الطبعةالألمانية الصادرة عام 2001 م، وقد صدرت عن تعاون بين معهد جوتة ودار إلياس للطباعة والنشر بالقاهرةويقع الكتاب في 264 صفحة من القطع الكبير ويحمل رقم 4- 313 - 304 - ISBN 977 . وهذا الكتابيمكن اعتباره من نوع الكتب «الأدلة » التي يرجع إليها العاملون في حقل تعليم اللغات الأجنبية علىاختلاف تخصصاتهم، ومن الجدير بالذكر أن هذا الإطار الأوروبي مناظر - من حيث كونه معيار تقييم-لمعايير سابقة عليه مثل معايير معهد الخدمة الخارجية الأمريكي المسماة ILR ومعايير المجلس الأمريكيلتعليم اللغات الأجنبية Actfl والمعايير الأسترالية ) ISLPR ( وغيرها.ترجع أهمية هذا الكتاب لكونه قد صار دستور تعليم اللغات في أوروبا وفي كثير من دول العالم بما فيهامؤسسات تعليم العربية للناطقين بغيرها، حيث يستند لهذا الإطار في عمليات بناء المناهج والمواد التعليمية
والتقييم اللغوي، وهذا هو السبب الرئيس الذي دفع الباحث للكتابة عنه ولتعريف المهتمين بتعليم اللغةالعربية به.

/pdf/mrj-ktb-ltr-lmrj-y-lwrwby-lmshtrk-llgt-drs-tdrys-tqyym-the-3p058upnnw.pdf

مراجعة كتاب الإطار المرجعي الأوروبي المشترك للغات: دراسة، تدريس، تقييم / The Common European Framework of Reference for Languages: Learning, Teaching, Assessment

Thank you very much for downloading language testing in practice designing and developing useful language tests. As you may know, people have search hundreds times for their chosen readings like this language testing in practice designing and developing useful language tests, but end up in malicious downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they juggled with some malicious virus inside their computer.

Language Testing In Practice Designing And Developing Useful Language Tests

One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read In our study, we investigated the effect of read-aloud assistance on young E

https://journals.sagepub.com/doi/pdf/10.1177/0265532218756946

The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners

Given the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/1B83845D9D9A76E15434137B332264BA/S0261444820000294a.pdf/div-class-title-assessing-young-learners-foreign-language-abilities-div.pdf

Assessing young learners’ foreign language abilities

CEPS Journal 2 (2012) 3, S. 75-96
Padagogische Teildisziplin: Empirische Bildungsforschung; Fachdidaktik/Sprache und Literatur; 
als elektronischer Volltext verfugbar

/pdf/a-validation-study-of-the-national-assessment-instruments-2gug48rll6.pdf

A Validation Study of the National Assessment Instruments for Young English Language Learners in Norway and Slovenia

Testing of Norwegian as a second language for adult immigrants has reached a high level of standardisation and professionalisation in Norway. There are standardised and officially recognised tests developed according to assessment theory and international assessment practice at several levels: Norskprøven for voksne innvandrere (Test of Norwegian for adult immigrants), developed by Skills Norway (Vox, Norwegian Agency for Lifelong Learning’s new name from January 1 2017) measures at CEFR-levels A1, A2, B1 and B2 and Test i norsk—høyere nivå (Test in Norwegian—advanced level) developed by Norsk språktest (Folkeuniversitetet/ University of Bergen) measures at levels B2 and C1. The theoretical construct of both tests is communicative competence, and they measure the four language skills: reading, listening, oral communication, and written production. The focus of this paper will be on Norskprøven. Norskprøven is a partly digital test; listening, reading and writing are measured on

Language testing as part of integration policy in Norway

This chapter reports on the procedures applied when setting standards for a multistage test in Norwegian for adult immigrants. Cut scores were set for listening and reading tests between the levels (1) A1 and A2, and (2) A2 and B1 on the Common European Framework of Reference for Languages (CEFR). In addition to documenting the quality of the procedures, the question of whether and how to take the multistage design into account is discussed. Nineteen judges took part in the standard setting. The method used was a generalisation of item-mapping strategies of Cizek and Bunch, which leans heavily on a graphical representation of item and task difficulty. The judges did two rounds of standard setting for each test. The average standards for listening and reading, A1/A2 and A2/B1, were remarkably stable across all rounds, including a round of cross validation. While the natural choice would be to use a conditional test response curve as a basis for setting standards, an unconditional curve was used in the end due to empirical and ethical reasoning. Until a convincing rational argument is found, empirical evidence will have to support the standards chosen.

Setting Standards for Multistage Tests of Norwegian for Adult Immigrants

This article focuses on the importance of language as a means to acquire knowledge in traditional content subjects at school. The article's aim is threefold: to introduce the term ‘language of schooling’; to point to some recent research findings in the field; to discuss what a focus on language in subject classes could mean in a school context. The article builds on findings from the project Language descriptors for migrant and minority students’ success in compulsory education, hosted by the European Centre for Modern Languages (ECML) in Graz in 2012 and 2013 (Moe et al. 2015), and materials collected in connection with an ECML think tank on the language of schooling in September 2016 (ECML 2016).

https://bells.uib.no/index.php/bells/article/download/1137/1171

Eli Moe

Papers

A Validation Study of the National Assessment Instruments for Young English Language Learners in Norway and Slovenia

Language testing as part of integration policy in Norway

Setting Standards for Multistage Tests of Norwegian for Adult Immigrants

The Language of Schooling: A Challenge to Subject Learning

Digitale leseprøver i engelsk – utfordringer og muligheter