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)

The role of working memory in young second language learners’ written performances

This paper presents the theoretical and empirical foundations of the TOEFL Junior® assessment and its development process. The TOEFL Junior test was developed to address the increasing need for objective measures of English language proficiency for young adolescent learners, who are being introduced to English as a second or foreign language at a much younger age than ever before.



This paper presents the test purposes and intended uses, target population, target language use domains, and test constructs of the TOEFL Junior test. Also included is a description of the overall test structure and scoring system, which demonstrates how the constructs are operationalized. Finally, we outline research topics to support the interpretive argument of the use of the test. This document is expected to serve as a reference point during investigations of validity evidence to support the intended test uses over time.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ets2.12058

TOEFL Junior® Design Framework

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

Because English is widely used as a lingua franca, language testers have started to consider the introduction of non-native accents into English listening tests. This study investigates how accents...

Including L2-English Varieties in Listening Tests for Adolescent ESL Learners: L1 Effects and Learner Perceptions

The TOEFL Junior® Standard Test is an assessment that measures the degree to which middle school-aged students learning English as a second language have attained proficiency in the academic and social English skills representative of English-medium instructional environments. The assessment measures skills in three areas: listening comprehension, language form and meaning, and reading comprehension. This study focused on two specific psychometric characteristics of the assessment: (a) For which segments of its score scales does the assessment provide sufficient information to support the use of the scores in placement decisions? (b) Do items exhibit significant (or C-level) differential item functioning (DIF) when comparisons are made between test-takers from different countries? For the first question, both of the forms we analyzed appear to provide sufficient information to support placement decisions across the majority of the score scale for all 3 sections of the assessment. For the second question, we found that a moderate number of items exhibited significant DIF, while the linguistic analyses conducted on the DIF results showed plausible construct-relevant explanations for most of the findings.

https://www.ets.org/Media/Research/pdf/RR-13-17.pdf

Assessing the Test Information Function and Differential Item Functioning for the TOEFL ® Junior™ Standard Test

TOEFL Junior®Design Framework: TOEFL Junior®Design Framework

/pdf/assessing-the-test-information-function-and-differential-3i683f2x16.pdf

Assessing the Test Information Function and Differential Item Functioning for the "TOEFL Junior"® Standard Test. Research Report. ETS RR-13-17. "TOEFL Junior"® Research Report. TOEFL JR-01.

/pdf/toefl-junior-design-framework-toefl-junior-research-report-42w43gesob.pdf

Paul Rybinski

Papers

TOEFL Junior® Design Framework

Assessing the Test Information Function and Differential Item Functioning for the TOEFL ® Junior™ Standard Test

TOEFL Junior®Design Framework: TOEFL Junior®Design Framework

Assessing the Test Information Function and Differential Item Functioning for the "TOEFL Junior"® Standard Test. Research Report. ETS RR-13-17. "TOEFL Junior"® Research Report. TOEFL JR-01.

TOEFL Junior® Design Framework. TOEFL Junior® Research Report. TOEFL JR-02. ETS Research Report No. RR-15-13.