make reading test1030929 - chere.idv.t · 閱讀理解的發展層次 1. 識字解碼 2. 字面理解 3. 推論理解基測、會考的測驗指標 1. 九年一貫課程綱要能力指標

Reading Test Making 1 林淑媛 Chere Lin

英語科閱讀測驗試題編製實作

103.09.29 臺北市興雅國中

林淑媛 Chere Lin 台北市興雅國中英語教師 http:// www.chere.idv.tw

參考資料、資源

基測中心：http://www.bctest.ntnu.edu.tw/ 會考中心：http://cap.ntnu.edu.tw/

Bloom's Taxonomy “Revised”, Key Words, Model Questions, & Instructional Strategies：

http://www.utm.edu/departments/rgc/_pdfs/Bloom_ref.pdf (http://goo.gl/AvQQ2y)

我的部落格：《Corpus 語料庫》 http://blog.yam.com/etchere/article/51064269 (http://goo.gl/4O0pQ7)

閱讀測驗的內容與能力

認知測驗的類別與層次

Bloom's Taxonomy “Revised”, Key Words, Model Questions, & Instructional Strategies：

http://www.utm.edu/departments/rgc/_pdfs/Bloom_ref.pdf (http://goo.gl/AvQQ2y)


閱讀理解的發展層次 1. 識字解碼

2. 字面理解 3. 推論理解

基測、會考的測驗指標 1. 九年一貫課程綱要能力指標 3-2-1 能辨識英文字母的連續書寫體(cursive writing)。

3-2-3 能看懂常用的英文標示和圖表。

3-2-5 能瞭解課文的主旨大意。 3-2-6 能瞭解對話、短文、書信、故事及短劇等的重要內容與情節。

3-2-7 能從圖畫、圖示或上下文，猜測字義或推論文意。（最大宗） *3-2-8 能辨識故事的要素，如背景、人物、事件和結局。 *3-2-9 能閱讀不同體裁、不同主題的簡易文章。

6-2-5 瞭解基本英文閱讀技巧，進而提升閱讀的興趣與能力。

2. 能力指標檢核 3. 題型示例

英語科命題原則

段考閱讀試題命題一般性原則（資料取自張武昌教授、葉錫楠教授、劉慶剛教授等研習講義，我再編修而成）

1. 符合課程綱要基本能力指標 2. 試題的表達方式要能切合該題的評量目標。

3. 試題的認知層次（記憶、理解、分析、整合、推論等）做合理的分配。

4. 兼顧單項式語言成分與整合式語言能力。 5. 試題宜與學生的生活經驗相結合。

6. 試題要能清楚的表達題意。

文本應有充足的語境（context）友善的導引

提供策略

選項設計應合理 7. 試題公平性原則。

8. 試題原創，或改寫，勿抄襲。

必要時註明出處來源。取自他人著作的宣告。


內容改寫貼合學生所學與能力層次。

生難字詞給小字典的量。

9. 版面設計優良。尊重學生的考試權益。

減少阻礙學生測驗目標的干擾因子。

美觀的排版與正確的語言使用閱讀舒適性、符合視覺動線

環保與優美兼具

10. 應具有信度與效度，兼顧難易度及鑑別度。 11. 以學習者為中心命題，讓學生覺得有趣。

12. 建立試題共審機制。

其他閱讀試題命題一般性原則（資料取自張武昌教授、葉錫楠教授、劉慶剛教授等研習講義，我再編修而成）

1. 每道試題的選項數目、難度及長度均應保持一致 e.g. Which of the following is true?

(A) Mr. Green never eats junk food.

(B) Mr. Green seldom eats fruit and vegetables. (C) Mr. Green sometimes goes jogging and sometimes goes swimming.

(D) Mr. and Mrs. Green never go for a walk together.

2. 選項中避免出現太多相同文字 e.g. What do western people think about sneezing?

(A) They think sneezing is bad for you.

(B) They think sneezing is a sign of good luck. (C) They think sneezing lets evils come out of your body.

(D) They have many ideas about what sneezing means.

3. 錯誤的選項盡量避免使用「以上皆是」或「以上皆非」 4. 以隨機方式排列正確選項的位置，避免多把答案置於 C 或 D 的位置

5. 注意 local / global 的分配：

只有「知識」階層的題目（facts），未有高一階的語言能力測驗（local global） 6. 避免選項答案沒出現在文章中

7. 避免選文優，題目卻出得不夠好

8. 避免答案與其他選項明顯不同，且暗示意味濃 9. 避免只憑文法就可作答，不必閱讀文章。

10. 避免無關的資訊提供過多（irrelevant information）、選項訊息各自獨立以致解題費時


好用的工具

協助語法修正的資源

1. corpus, concordance, collocation

2. Google 限制搜尋

文章可讀性統計分析

1. 工具列校閱拼字及文法檢查檢閱完畢，分析 2. 參考本講義 p. 6

Google 關鍵字搜尋

1. quotation mark

2. “short story for kids” seahorse 3. Google image


實作 1：提問層次

AAT 103 請先看文章，與伙伴討論，試問兩個問題，先不必設計答題選項。

Question 1:

Question 2:


請先讀下列文章，再思考後面兩題問題，何者是 local / global

A man was fixing a street lamp when he saw a beautiful, young woman and three children get into a car, which was in the garden of a house near him. He saw that the car had a flat (扁的) tire and tried to tell it to the woman, but it was too late. She was already driving the car out of the garden and into the busy street. When she got there, she stopped the car at the side of the street, got out and looked at the flat tire. The children stayed in the car. Very soon, another car stopped, and the driver said to her, “I’ll help you.” The young woman accepted gladly, and the man changed the tire for her. After she thanked him and saw him drive away, she got into the car and drove it back into the garden, where she got out with the children, and went back to her work in the house again--with clean hands.

1. How many children did the woman go out with? (A) 2. (B) 3. (C) 4. (D) 5.

2. What was the woman’s purpose ? (A) To keep her children quiet. (B) To ask someone to take care of her children. (C) To change the flat tire without efforts . (D) To fix the lamp free of charge.


100 PPK Test

Bill is an American. He visited his friend Da-wei in Taiwan. Below is Bill’s diary about how the two friends spent their vacation.

31. What is the Japanese White-eye? (A) A kind of bird. (B) A famous singer. (C) A small town. (D) A kind of snack.

32. Bill took a lot of pictures during his trip in Taiwan. Which one is the picture he took on July 12? (A) (B) (C) (D)

July 10, 2008 Today is my first day in Taiwan. Da-wei’s family are very nice to me. They took me to Shiling Night Market for dinner. I bought some presents there for my family.

July 11, 2008 We went to a small town, Bali, and saw many things there. I also tried some interesting snacks. They were very delicious. Da-wei knows a lot about birds. He showed me several kinds. “The Japanese White-eye is my favorite, because it looks cute and sings well,” he said.

July 12, 2008 We spent the day at Fulong Beach. The weather was nice. We went swimming at the beach under the sunny blue sky. We will go biking at Guandu tomorrow. I can’t wait!


Subject Matter / Topic / Main Idea 主題、主旨

What is the main idea (of the reading)?

What is the reading (mainly) about? / What is the reading talking about?

What do we know / learn from the reading? What messages should you be aware of in the reading?

Which of the following is true / not true?

What is the best title of the reading? What is the conclusion of the reading?

99-1 BC Test

Read the play and answer the questions.

Place: A child’s room with white walls, a white door, and a white bed. On the bed, there are some clothes.

Character: A doll, who looks very old and dirty, is sitting on the bed and speaking.

The doll: She should be here soon. We will play some games today.

(Three hours pass. NO ONE knocks on the door.)

The doll: Just a few more seconds. We might play “try-on-new-clothes” today.

(Five hours go by. NO SOUND is heard.)

The doll: Maybe the school bus is late. Soon she’ll be here, and we will sing and dance together.

(One day has flown away. The doll is still sitting on the bed, waiting.)

The doll: Maybe tomorrow.... I’m sure she’ll come tomorrow, and then we will play.

(There in the room, the doll repeats the same story every day....)

play 劇本 character 角色

41. What happens in the play? (A) A doll is changing clothes. (B) A doll is talking to herself. (C) A doll is singing and dancing. (D) A doll is waiting for the bus to school.


102 BC Test

In the art world, many artists with “weak” bodies have shown us a “strong” power in

their great works of art. Take Frida Kahlo for example. She was a healthy girl until she was knocked down by a bus at the age of twelve. Much of her body was

seriously hurt, but her mind wasn’t. In her paintings, we can feel her strong love of art

and life. Another example is Christy Brown. He was born in bad health, and the only part of his body that could move was his left foot. However, using his only foot, he still

was able to write and draw wonderfully. In his autobiography, Brown wrote what

happened in his life and how he began to draw pictures with his left foot. And don’t forget Stevie Wonder. He became blind soon after he was born, but he is now a

popular singer and songwriter.

These artists with “weak” bodies bring us many good things and much hope with their “strong” minds. Their stories tell us that the most important thing in life is not

what we have, but what we make of it.

artist 藝術家

39. What is the writer trying to say?

(A) History always repeats itself. (B) Art is the best medicine for a weak mind.

(C) We should try to make the best use of our lives.

(D) It takes more than hard work to make a great artist.

40. What does autobiography mean? (接 p.13, Inference Clue)

(A) A movie about great writer’s life.

(B) A Book of a person’s life by that person. (C) A videotape that teaches how to write stories.

(D) A picture with the painter’s name on the bottom.


Context Clue 上下文猜字意

Context Clue A method to figuring out what an unknown word means by looking at the words nearby. There are several types of context clue:

Definition Clue Series Clue Synonym / Restatement Clue Antonym / Contrast Clue Experience Clue Inference Clue

99-1 BC Test -- Definition Clue ＋圖文轉化

Alice: Hi, Jerry, I heard you had fun with Peggy in Merry Park yesterday. Jerry: Yes. We had a great time there. Why didn’t you come with us? We got

there by bus in only ten minutes. Alice: I know, but the ticket is more expensive on the weekend. Also, I’ve been there

many times since it opened five years ago. Did you try the Dandelion Seat there? It’s so popular that people have to wait for over an hour to get a ride.

Jerry: You mean those flower-like umbrellas that fly high in the sky? Alice: Yes. I enjoyed riding on the Dandelion Seat and looking over the city. It was

a great experience. Jerry: Eh...I liked taking the train to get around the park better. I don’t think it’s fun to

ride in the air. I’d feel like I could fall down any time. Alice: Maybe you would like it more at night. It’s wonderful to see the beautiful lights

below your feet. Jerry: Well...I’m afraid of high places. Alice: Oh, I see. That’s too bad.

38. What may the “Dandelion Seat” look like? (A) (B) (C) (D)


SYAJH -- Synonym / Restatement Clue Grade 9-1-2, 101.11.27

One of the Maori’s favorite legends is about a child, Maui. Maui wanted to go fishing with his brothers, but he was not allowed, so he hid in their waka, or fishing boat. When he was found, he begged not to send him back. Because his brothers would not share their bait, he used his own blood and threw his fishing line in the water. He caught a very big fish and pulled so hard on the line to bring the fish up that he put one foot on the edge of the waka for more power. When he brought the fish in, he was hit to break the edge of the boat and fall into the sea, creating the Kaikoura Peninsula, a town in the northeast of New Zealand's South Island.

3. What does “waka” mean? (A) A house. (B) A ship. (C) A fish. (D) A town.

100-1 BC Test -- Antonym / Contrast Clue

There are many kinds of dances, but each has its own rules. When we dance, we follow different rules. We move to the front or stay in the back. We dance close together or leave lots of space for each other; We dance excitedly or slowly to fast or sweet music; We dance to show how we feel in happy or sad times. Sometimes we dance with people; Sometimes we dance solo. Yes, we dance differently; But we won’t dance without rules.

33. What do you do when you “dance solo”? (A) You dance excitedly. (B) You dance by yourself. (C) You dance in a public place. (D) You dance without shoes on.


SYAJH -- Experience Clue Grade 8-2-2, 101.05.09

Once upon a time there was a good old woman living in a little house. She had a bed of beautiful flowers in her garden.

One night she heard the sounds of sweet singing and of babies laughing. She looked out at the window. The sounds sounded like coming from the garden, but she could see nothing. The second night she heard again the sweet singing and babies laughing. She sneaked softly through her garden to look closely. She found a little Fairy mother singing softly and moving the flower to and fro like a cradle. There was a little Fairy baby laughing and playing in each flower-cup.

The good old woman sneaked quietly back to her house, and from then on, she never picked a flower. She wouldn’t let her neighbors touch the flowers, either.

The flowers grew brighter in color and larger in size day by day, and they gave out a delicious smell. They began, too, to bloom all the year round. Every night the little Fairy mothers hugged and kissed their babies and had them sleep sweetly in the flower-cups.

The good old woman died years later. The neighbors, not knowing about the Fairies, wiped out the flowers and planted seasonal food. But all of the plants died, and after that, nothing would grow there. Only the good old woman's grave grew different kinds of beautiful flowers of spring. cradle 搖籃 bloom 開花 seasonal 季節的 grave 墳墓

3. Which picture shows the action of “sneak”? (A) (B) (C) (D)

4. What does the phrase “moving …to and fro” mean? (A) Hunt. (B) Hide. (C) Slide. (D) Swing.


AAT -- Inference Clue (另見 p.9 AAT 40.)

How do you choose a T-shirt when you’re shopping? Its price, its brand, what it is

made of, or how it looks on you? Have you ever thought what it may take to make a T-shirt?

When people hear about clothes factory workers in poor countries working day and

night on little pay, they feel worried if their clothes are from factories of this kind. They begin to ask about how and where their clothes are made, and who makes them. The

provenance of clothes has now become an important fact shoppers ask for.

Some brands of clothes have listened and started to move their factories back to their home countries. There the cost of making clothes is higher, but the workers are better

paid and taken good care of. Clothes of these brands are more expensive, but people

don’t mind paying a little more to feel right. Today these brands have even become leaders in the business.

Next time you are buying a T-shirt that feels good on your body, you may want to learn

its story and see if it also feels good in your heart.

18. What does provenance mean in the reading?

(A) The story of making something popular. (B) The story behind the making of something.

(C) The way of taking care of something expensive.

(D) The way of cutting the cost of making something.


Inferring 推論

Inferences are evidence-based guesses. Inferencial thinking is often called “reading between the lines.” This strategy usually involves:

Forming a best guess using evidence -- context clues, picture clues, etc. Making predictions Drawing conclusions Finding meaning of unknown words

91-2 BC Test -- Drawing conclusions

John Keats is one of the greatest English poets. He was born in London in 1795 and

started studying to be a doctor when he was only fifteen. But after he finished his studies, he gave up the idea of becoming a doctor and decided to be a poet. He wrote and soon

became an important poet.

Keats spent the last three years of his life writing a lot of beautiful poems. But he did not have a happy life at that time. In fact, he got seriously sick, and could not get married

to the girl he loved. Still, he wrote about love and beautiful things in his poems. These

poems have made many sad people happy. One of his famous poems is about fall. In this poem Keats showed his love for this world even in his bad health. Keats died at the

young age of twenty-five, but both the poet and his poems will always be remembered.

37. What can we conclude from the reading?

(A) Life could be short but art is long.

(B) Everyone should learn to read poems. (C) Being a doctor is better than being a poet.

(D) A poet usually becomes famous after he dies


102 CAP Test -- Making predictions (另參考102年公布之參考題本第59題)

You don’t want to be Kim’s assistant. She gives you lots of work and never feels

pleased with what you do. However, if you “pass the test,” you’ll almost 100% sure be

promoted to “real” lawyer. I passed, and now I have my own office and my own assistant. Last week Kim kicked out her new assistant. And now she’s treating me like her

assistant again. “Maureen, get me a coffee.” “Maureen, copy this for me.” Yes, the coffee

room is closer to my office, and yes, I know the copying machines better, but now my business card says L-A-W-Y-E-R, not A-S-S-I-S-T-A-N-T!

No one will fight Kim because she’s dating Emerson, our boss. Fighting the boss’s

girlfriend won’t do you any good. Ted fought her once, and now he’s sitting in the “Cage,” the smallest office here.

Next to my office is Jackson’s. He was Kim’s assistant before me. He told me that I

had to let her know that now I work WITH her, not FOR her. “She’ll get very angry at first, but she’ll forget about you after she finds the next ‘lucky’ person, and then you’ll be OK,”

said he.

52. Sally is another lawyer in Maureen’s workplace. If Sally agrees with Jackson, what

would she most likely say to Maureen?

(A) “Make it clear to Kim that she is not your boss.” (B) “Help Kim find a new assistant or share yours with her.”

(C) “Don’t fight with Kim, if you want to keep your job here.”

(D) “I’m sorry, but I don’t want to be part of your fight with Kim.”



大量訊息整理

102 BC Test

Here is Danny’s science report for summer vacation.

leaf（複數 leaves）葉子

36. What do we know from the report? (A) Danny’s bean plants had yellow flowers. (B) Danny planned to grow sunflowers at first. (C) Danny failed the first time he planted the seeds. (D) Some of Danny’s bean flowers were eaten by bugs.

37. What does Their old home mean? (A) The backyard. (B) The flowerpot. (C) The flowerbed. (D) The living room.


38. There are some MISTAKES in one of the pictures Danny drew for his bean plants.

Which is the picture he needs to draw again?

(A)

(B)

(C)

(D)


實作 2：改寫與出題

請將下列文章改寫成一份段考試題。

1. 把原文改寫成適合八年級閱讀的文章，可以重寫、創作等。

2. 文法：過去式

3. 出三題問題，包含考： (1) 細節 (2) 整體 (3) 上下文猜字意

Pyramids in Paris

Something very strange happened last month. A naughty, young giant moved all the

world’s famous landmarks. People around the world were very confused. He put the Pyramids in Paris.

“And on your left the … pyramids?” He moved the Leaning Tower of Pisa to London.

“Here we can see the famous… leaning tower of … London?” He swapped the Sydney Opera House with Stonehenge.

“Hey, where are the stones, man?” When his mum saw the newspaper she was very

angry. “Kevin! Go and put them back in the right place you naughty boy.”

“Yes Mum.” So don’t worry. If you go to London, Cairo, Pisa or Paris today, you’ll see

all the landmarks in their correct place.

http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-pyramids-in-paris-transcript-final-2012-07-13.pdf

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Bloom's Taxonomy “Revised” Key Words, Model Questions, & Instructional

Strategies

Bloom’s Taxonomy (1956) has stood the test of time. Recently Anderson & Krathwohl (2001) have proposed some minor changes to include the renaming and reordering of the taxonomy. This reference reflects those recommended changes. I. REMEMBER (KNOWLEDGE) (shallow processing: drawing out factual answers, testing recall and recognition)

Verbs for Objectives Model Questions Instructional Strategies choose describe define identify label list locate match memorize name omit recite recognize select state

Who? Where? Which One? What? How? What is the best one? Why? How much? When? What does It mean?

Highlighting Rehearsal Memorizing Mnemonics

II. UNDERSTAND (COMPREHENSION) (translating, interpreting and extrapolating)

Verbs for Objectives Model Questions Instructional Strategies classify defend demonstrate distinguish explain express extend give example illustrate indicate interrelate interpret infer judge match paraphrase represent restate rewrite select show summarize tell translate

State in your own words. Which are facts? What does this mean? Is this the same as. . .? Give an example. Select the best definition. Condense this paragraph. What would happen if . . .? State in one word . . . Explain what is happening. What part doesn't fit? Explain what is meant. What expectations are there? Read the graph (table). What are they saying? This represents. . . What seems to be . . .? Is it valid that . . .? What seems likely? Show in a graph, table. Which statements support . . ? What restrictions would you add?

Key examples Emphasize connections Elaborate concepts Summarize Paraphrase STUDENTS explain STUDENTS state the rule “Why does this example. . .?” create visual representations (concept maps, outlines, flow charts organizers, analogies, pro/con grids) PRO| CON NOTE: The faculty member can show them, but they have to do it. Metaphors, rubrics, heuristics

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III. APPLY (Knowing when to apply; why to apply; and recognizing patterns of transfer to situations that are new, unfamiliar or have a new slant for students)

Verbs for Objectives Model Questions Instructional Strategies apply choose dramatize explain generalize judge organize paint prepare produce select show sketch solve use

Predict what would happen if Choose the best statements that apply Judge the effects What would result Tell what would happen Tell how, when, where, why Tell how much change there would be Identify the results of

Modeling Cognitive apprenticeships “Mindful” practice – NOT just a “routine” practice Part and whole sequencing Authentic situations “Coached” practice Case studies Simulations Algorithms

IV. ANALYZE (breaking down into parts, forms)

Verbs for Objectives Model Questions Instructional Strategies analyze categorize classify compare differentiate distinguish identify infer point out select subdivide survey

What is the function of . . .? What's fact? Opinion? What assumptions. . .? What statement is relevant? What motive is there? Related to, extraneous to, not applicable. What conclusions? What does the author believe? What does the author assume? Make a distinction. State the point of view of . . . What is the premise? State the point of view of . . . What ideas apply? What ideas justify the conclusion? What's the relationship between? The least essential statements are What's the main idea? Theme? What inconsistencies, fallacies? What literary form is used? What persuasive technique? Implicit in the statement is . . .

Models of thinking Challenging assumptions Retrospective analysis Reflection through journaling Debates Discussions and other collaborating learning activities Decision-making situations

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V. EVALUATE (according to some set of criteria, and state why) Verbs for Objectives Model Questions Instructional Strategies

appraise judge criticize defend compare

What fallacies, consistencies, inconsistencies appear? Which is more important, moral, better, logical, valid, appropriate? Find the errors.

Challenging assumptions Journaling Debates Discussions and other collaborating learning activities Decision-making situations

VI. CREATE (SYNTHESIS) (combining elements into a pattern not clearly there before)

Verbs for Objectives Model Questions Instructional Strategies choose combine compose construct create design develop do formulate hypothesize invent make make up originate organize plan produce role play tell

How would you test. . .? Propose an alternative. Solve the following. How else would you . . .? State a rule.

Modeling Challenging assumptions Reflection through journaling Debates Discussions and other collaborating learning activities Design Decision-making situations

Web References:

• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html • http://www.fwl.org/edtech/blooms.html • http://apu.edu/~bmccarty/curricula/mse592/intro/tsld006.htm • http://152.30.11.86/deer/Houghton/learner/think/bloomsTaxonomy.html • http://amath.colorado.edu/appm/courses/7400/1996Spr/bloom.html • http://www.stedwards.edu/cte/bloomtax.htm • http://quarles.unbc.edu/lsc/bloom.html • http://www.wested.org/tie/dlrn/blooms.html • http://www.bena.com/ewinters/bloom.html • http://weber.u.washington.edu/~krumme/guides/bloom.html

References: Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching, and assessing. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. New York: Longmans. John Maynard, University of Texas, Austin Marilla Svinicki, University of Texas, Austin Peg Weissinger, Indiana University Purdue University, Indianapolis

Georgetown University School of Medicine Revised December 2006

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make reading test1030929 - chere.idv.t · 閱讀理解的發展層次 1. 識字解碼 2. 字面理解 3. 推論理解 基測、會考的測驗指標 1. 九年一貫課程綱要能力指標

make reading test1030929 - chere.idv.t · 閱讀理解的發展層次 1. 識字解碼 2. 字面理解 3. 推論理解基測、會考的測驗指標 1. 九年一貫課程綱要能力指標