本研究以質性角度探討兩位臺灣高中英文教師之評量識能及語言測驗與評量識能及兩位教師之語言測驗與評量識能訓練需求，並探討四個於國外發展的評量識能及語言測驗與評量識能工具於臺灣的適切性。研究發現兩位教師約有中等程度的評量識能及語言測驗與評量識能，且覺得有需要接受語言測驗相關訓練，特別是與108課綱素養題的訓練。四個工具中，並無任一完全符合臺灣的情境。此研究可作為師資培育課程及教師專業發展社群的參考。若臺灣要發展測量教師評量識能或語言測驗與評量識能之工具，本研究亦可作為參考。

In the previous decade, assessment literacy (AL) and language assessment literacy (LAL) have both been explored and recognized as important factors when it comes to educational measurement. Yet, few studies have been conducted in Taiwan to probe teachers’ AL and LAL level. The current study seeks to qualitatively investigate the AL and LAL level, the opinions toward four foreign-made AL and LAL instruments, and the training needs on LAL of two senior high school English teachers through a series of interviews. The findings reveal that both teachers have a moderate level of AL and LAL. Some items in the instruments are found unsuitable for Taiwanese context and some with wording issues. The two teachers perceive training needs not only for different aspects of language assessment but also for the test design to suit the new curriculum guidelines. This qualitative research shows an in-depth examination of English teachers regarding their daily classroom assessment practices and the difficulties they have encountered, which can serve as the base of workshops/ training programs of assessment and language assessment and as a reference for teacher training courses. Also, it can be a stepping stone to a tailor-made instrument investigating teachers’ LAL level in Taiwan.

ABSTRACT-----------II
ACKNOWLEDGEMENTS-----------IV
LIST OF FIGURES-----------VII
LIST OF TABLES-----------VIII
CHAPTER 1 INTRODUCTION-----------1
1.1 BACKGROUND OF THE STUDY-----------1
1.2 SIGNIFICANCE OF THE STUDY-----------3
1.3 OUTLINE OF THE STUDY-----------3
CHAPTER 2 LITERATURE REVIEW-----------5
2.1 ASSESSMENT LITERACY (AL)-----------5
2.1.1 Assessment literacy standards-----------8
2.1.2 Instruments to measure AL level-----------17
2.1.3 Results of previous research that investigated teachers’ AL levels-----------21
2.2 LANGUAGE ASSESSMENT LITERACY (LAL)-----------29
2.2.1 The scope of language assessment literacy.-----------30
2.2.2 Results of previous research that investigated teachers’ AL levels-----------36
2.2.3 Results of previous research that investigated teachers’ previous LAL training and perceived needs.-----------43
2.3 THIS RESEARCH’S CONTEXT, AIMS, AND RESEARCH QUESTIONS-----------56
CHAPTER 3 METHODOLOGY-----------58
3.1 RESEARCH DESIGN-----------58
3.2 PARTICIPANTS-----------59
3.3 INSTRUMENTS-----------59
3.4 DATA COLLECTION-----------61
3.5 DATA ANALYSIS-----------63
CHAPTER 4 RESULTS-----------65
4.1 THE TALQ.-----------65
4.1.1 Teachers’ AL Levels Measured Through the TALQ.-----------95
4.1.2 The Appropriateness of the TALQ in the Taiwanese Context-----------98
4.1.3 Summary-----------101
4.2 THE ACAI-----------101
4.2.1 Teachers’ AL profiles.-----------127
4.2.2 The appropriateness of the ACAI.-----------134
4.3 THE LAKS-----------135
4.3.1 Teachers LAL levels.-----------150
4.3.2 The Appropriateness of the LAKS.-----------152
4.3.2.1 LAKS Items with Wording Issues.-----------152
4.3.2.2 LAKS Items Unsuitable for the Taiwanese Context. -----------153
4.3.3 Summary-----------154
4.4 THE LAN & FAN’S INSTRUMENT-----------154
4.4.1 Teachers LAL levels.-----------164
4.4.2 Teachers LAL training needs.-----------166
4.4.2.1 Quantitative findings.-----------166
4.4.2.2 Qualitative findings.-----------169
4.4.3 The appropriateness of the Lan & Fan’s instrument-----------173
4.4.4 Summary-----------174
4.5 SUMMARY-----------175
CHAPTER 5 DISCUSSION AND CONCLUSION-----------178
5.1 TEACHERS’ AL AND LAL LEVELS-----------178
5.2 TEACHERS’ LAL TRAINING NEEDS-----------184
5.3 THE APPROPRIATENESS OF THE SELECTED INSTRUMENTS-----------186
5.4 CONCLUSION-----------187
5.5 LIMITATIONS AND FUTURE RESEARCH-----------188
REFERENCES-----------190
APPENDIX-----------195

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