閱讀六層次能力框架在小學閱讀試卷編制中的使用

在中國語文教學中，如何評估小學生的閱讀能力是我們十分關注的問題。閱讀六層次能力框架自2005年提出以來，為新加坡的華文課程和香港的中國語文課程提供了參考，並運用在發展、教學與評估設計中。然而，教師對閱讀六層次能力框架的看法，以及如何將它實際運用於“校本課程發展”和“教學與測試的設計”中，仍有待展開實證研究。本文結合當前學校評估政策檔和教師訪談，研究了香港小學教師在編制閱讀試卷時，對閱讀六層次能力框架的使用情況及其使用的影響因素。
The evaluation of the reading ability of primary school students has been a major concern for Chinese language educators. First expounded in 2005, the “Framework of Six Types of Reading Comprehension Processes” has been applied in Chinese language curriculum development as well as instructional and assessment designs in Singapore and Hong Kong. However, there lacks research on teachers’ understanding of the Framework and on how it is applied in school-based curriculum development as well as teaching and test design. This paper is an investigation of the application of the Framework in the designing of reading ability tests by primary school teachers in Hong Kong as well as factors influencing its application through an analysis of assessment policy documents of schools and teacher interviews. Copyright © 2019 新加坡華文教研中心.