日語中級會話課程口試中導入Rubric評量法初探──分析學習者的發話資料

Verification of Evaluation Method by Rubric in Oral Test: Utterance Data Obtained from Learners

Rubric是近年來外語教學領域常見的評量方式之一。筆者將Rubric導入至台灣的大學日文系三年級會話課程中，並根據實踐情況及學習者的會話紀錄資料檢證Rubric作為能力指標的適切性。本稿為其檢證過程及結果。筆者配合課程目標，在會話期中考口試以「能夠各自適切地對長輩、平輩、晚輩提出“請求許可''、“委託''及“道歉''。」為題，與學習者進行教師對學生的一對一角色扮演，使用本課程的Rubric表進行口語能力測試。筆者設計的Rubric表參照JF日語教育standard制定了評量項目、能力指標、評量指標。利用Rubric能讓原本採相對性評量的口試成為 客觀性的評量。其客觀性在於「測量項目」與「達成度的等第」清楚，能判斷出學習者能達到何種階段，發言中哪個項目有問題。但Rubric也存在著問題，設定的評量指標若太過抽象會造成評價上的困難，或所記述的評量指標無法契合能力內涵。因此，筆者事後檢視學習者口試發言內容，並對學生訪談，檢證Rubric評量妥當性，並設計出對學習者日語會話有所助益的能力指標描述方法與射程內容。

Rubric is a way that use on evaluating the proficiency of foreign learners recently. The study took the utterance data from learners in the conversation class of Japanese department in Taiwanese university to verify the adequacy of rubric. The author conducted a one-by-one roleplay between teacher and learner and set “ I can request, ask a favor, or apology to elders, peer, or junior properly. “ as the object in the midterm exam of conversation class. To develop the rubric, it referenced the JF standard for Japanese-Language Education and designed the evaluated items, proficiency and the object of evaluating. As a result, the rubric can evaluate more objectively what level the learners achieved or what problems learners have in the oral exam. On the other hand, the problem of the rubric is that the evaluating goal is too abstractive. Therefore, making the evaluating goal be more specific is indispensible. In the future, how learners take this evaluating activity is an issue. In addition, I would like to conduct a follow up interview, and design an evaluating activity that is helpful to the Japanese conversation of learners.