評量學前幼兒的語言能力——探究提供對錯回饋的效果

Assessing preschoolers’ language ability: Exploring the effect of providing immediate feedback

本研究使用電腦化語言評量工具，探究在評量中，提供立即的對錯回饋，是否能提升幼兒在語言評量方面的作答表現，並利用評量結果探究幼兒的語言能力。本研究以實驗設計的方式，針對760位年齡介於3.71-6.83歲的受試幼兒進行評量。幼兒隨機分配至實驗組或控制組，實驗組幼兒作答每一題後，會立即知道自己答對或錯。控制組則與接受傳統測驗一樣，回答問題後隨即進入下一題，不知自己回答正確與否。本研究的發現支持評量幼兒時，加入立即性對錯回饋的必要性。年齡越大的幼兒，面對越抽象困難的試題，越能由對錯回饋獲益，藉以提升答題表現。本研究發現，在語意向度，幼兒的語彙發展順序大致與過去研究相符。在語法方面，幼兒對連接詞的適當使用時機，到6歲時才比較熟悉。

The aims of this study were to evaluate the effect of providing immediate feedback during the testing procedure and to examine preschoolers’ language ability. A total of 760 preschoolers aged 3.71 to 6.83 were randomly assigned to feedback group or non-feedback group. Children in the feedback group performed better than children in the non-feedback group. Providing immediate correct or incorrect feedback may enhance older children’s performance especially in test items that were relatively abstract and difficult. In addition， children’s performances were better in understanding word meaning than in sentence structure.