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论文提交给布里斯托尔大学，符合教育硕士学位研究生教育要求。

概要

本研究调查非母语英语课程教师的经验、认知、态度和台湾的课堂评估的使用。它的目的是探索教师对课堂评估及其评估策略的理解;此外,检查教师经验,认知和在台湾私立英语学校课堂评估的使用之间是否有任何联系。

三个私立英语学校的30个教师接受了问卷调查。在30个教师中,4个教师自愿参加半结构化面试。调查问卷和访谈过程的数据收集为研究人员提供了一个深入的了解，不仅可以了解到教师的观念、态度，还可以了解他们课堂中评估方法的使用。

结果表明,非母语英语课程教师对课堂的有效性评估和形成性评价策略,倾向于使用积极的反馈,鼓励学习者提高他们的语言能力。大多数教师有3年以上的英语教学经验，注重形成性评价,以满足学校政策,学习者的需求,及父母的要求。

A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education

SYNOPSIS

This study investigates ESL program teachers’ experiences, perceptions, attitudes and use of classroom Assessment in Taiwan. It is aimed to explore teachers’ understanding of classroom Assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachers’ experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan.

Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachers’ perceptions, attitudes and use of assessment methods in their classroom.

The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learners’ needs, and parents’ demands.

There is a need to do further research in such unique educational context, so-called “ESL schools” in Taiwan, to explore teachers’ difficulties and needs; moreover, to provide support, such as teachers’ in-service training, which may lead to benefiting learners.

Aim

This mixed methods research is designed to investigate ESL private school teachers’ perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachers’ experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies.

Rationale and context

This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. 

After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching an本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。