教育部甄選研發 網路全民英檢

National English Test for All on the Web

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衛福部及醫療機構服務者及其親屬八折優惠。

國際獅子會、扶輪社、同濟會、青商會等公益單位八折優惠。

高雄市苓雅區郵政 30-14 信箱

07-2251035  netpaw2008@gmail.com

中華民國多媒體英語文教學學會

沿革與研發

「網路全民英檢 NETPAW」依據歐洲理事會國際標準,由國際專家學者團隊在國際領域,利用「歐洲共同語文參考架構 CEF」研發完成。

中央研究院語言學研究所所長鄭錦全院士主持認證

 

認證

本英檢已獲得中央研究院第一任語言學研究所所長鄭錦全院士主持的研究團隊認證,並主持完成本英檢與 CEF 對照表之研發。

級别

A1-1:相當於小學中低年級程度

A1:相當於小學畢業、初中一二年級程度

A2:相當於初中畢業程度

B1:相當於大學非英語系畢業程度

B2:相當於大學英語系畢業程度

C1:相當於碩士班畢業程度

C2:相當於博士班畢業程度

成功典範

本英檢廣泛被採用, 德明財經科技大學、崑山科技大學、大仁科技大學都已有超過三千人參加本英檢, 而且義守大學有超過 32,000 人參加本英檢, 節省 516 棟臺北101高度的A4 紙張。

多媒體救地球

義守大學已有超過 32000 位學生與職員參加「網路全民英檢 NETPAW」英檢,為臺灣節省了相當於 516 棟 臺北101 高度的 A4 紙張。

網路全民英檢 NETPAW  最具公信力

一、2008--國家發展重點計畫」擬定、甄選及補助本會研發,簡稱「網路全民英檢NETPAW」,在美國北卡羅萊納大學由國際專家學者團隊利用「CEF-歐洲共同語文參考架構」研發完成。

二、為教育部和行政院人事行政局皆採用的國際標準。行政院人事行政局於94年將本英檢納入公務人員英語檢測種類。教育部也已納入本英檢作為一般大學及技專校院獎補助的參考英檢,並於教育部英語推動委員會議中決議:「請社教司協調國教司行文各縣市教育局加強宣導使用」。

三、CEF國際標準研發,備受國內外肯定,如:美國北卡羅萊納大學、美國威斯康辛大學、澳洲南昆士蘭大學,韓國同德女子大學及香港城市大學等都已採用,並於國際語文教學研討會中發表使用本英檢的論文,讚美有加。美國已有大學採認本英檢作為出國留學的英語能力證明。

四、NETPAW」檢測中心,辦理「專案檢測」,讓學生就近參加檢測並享優惠,如榮獲教育部多次教學卓越計畫經費補助的義守大學,累計人數已超過32,000名,為臺灣節省相當於516棟台北101高度的紙張,是環保的優良典範。

五、貴校提升學生英語能力,辦理校園專案英檢。除專案英檢外,本會也可以協助貴校:

1. 辦理英檢師資培訓,以利提升英檢通過率。

2. 進行「前測、教學、後測」之完整檢測與教學,以利驗證教學效果。

3. 統計分析英檢成績,以利提供教學參考,以及提升論文發表的質與量。

六、善加利用以CEF研發的「網路全民英檢NETPAW」,辦理校園專案英檢。

網路全民英檢 NETPAW 受到國內外肯定與採用

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美國特萊恩大學、德普大學與卡密諾學院採認網路全民英檢 NETPAW  和網路全球英檢 GETPAW 作為入學英語能力證明

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法國教育部總督學

白樂桑 博士

與本會合作研發歐規網路華語檢測 CATPAW

Our mission is to help YOU march towards success! 

我們的任務在於協助您邁向成功!

義守大學 校長

傅勝利 博士

採用網路全民英檢 NETPAW 經驗談

What our clients say

A student of the University of Wisconsin at Madison:

"Taking the NETPAW listening test just inspired my memories of preparing and taking the TOEFL IBT. During the test, I feel a little bit scared, but more and more confident. Having spent a year living in the United States, I feel so familiar with the conversations in the test, in which almost all the contents are contextualized, about family, shopping, cooking, medicine, grant application, invitation, and so on. Preview of the options is allowed, which makes listening tasks easier and more understandable. The test is composed of four parts, which are arranged by levels of difficulty. One impressing advantage is that the test can be partly controlled by me; for instance, I can keep listening to the contents many times, which releases testing nervousness to some extent. Also NETPAW makes me more independent and autonomous. Meanwhile, when one part is finished, the system will remind me of time left automatically, which helps me to keep the rhythm under control. In sum, I felt comfortable and confident when I was taking NETPAW not only because of its flexibility, but also because of its contextualized testing contents."

 

O'Neill (2009) found NETPAW offered a valuable alternative test because of its availability online and its interactive/communicative assessment experiences. The fact that candidate-feedback was focused at the level of skill and item demand showed it to have diagnostic application comparable with a similar diagnostic test of English as a second language (DELTA) (McQueen & Aldous, 1994). Its ability to provide diagnostic feedback also confirms its ability to provide positive washback. NETPAW stands firm among similar tests both in its capacity to test English proficiency and in its ability to provide feedback to improve pedagogy and learning. It represents the state of the art in the use of technology and in that regard enhances both its capacity for authentic assessment and positive washback. It clearly has application to the Australian ESL context and offers a competitive alternative in every respect.

As stated in O’Neill (2009), it “represents the first step towards the design of a larger study that will investigate both the usefulness of NETPAW for testing the knowledge and proficiency of a wider group of candidates who may wish to take advantage of being able to take a test of English proficiency online and also the views of educators who have a stake in being able to assess their students’ English and collect diagnostic data to improve students’ learning and their pedagogical approach.” As the students at the University of Southern Queensland responded concerning their experiences with NETPAW, the students at the City University of Hong Kong thought that NETPAW “offers a valuable alternative that is user-friendly through its availability online and its interactive assessment experiences” (O’Neill). Since the NETPAW levels relate to the Common European Framework (CEF) that describes learner proficiency at each level, it makes it easy to link NETPAW levels to other ESL/EFL assessments. Therefore, as Prof. O’Neill stated (2009), NETPAW “has potentially multiple uses and international applicability for English language assessment and the teaching of English.”

 

高雄市苓雅區郵政 30-14 信箱

07-2251035  netpaw2008@gmail.com

中華民國多媒體英語文教學學會

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