摘要
本研究採設計導向方法，探討學生生成文法評量如何促進翻轉英語作為外語（EFL）課堂中的認知複雜性、評估素養與後設認知發展。研究歷時兩學期，共有116人次來自南台灣某科技大學應用英語系的學生參與學生生成評估（SGA）循環，協作設計、執行並反思與課程目標相符的文法測驗。研究以布魯姆修訂分類法、Swain的產出假設及Fulcher的評估素養框架為理論依據，分析685份學習者撰寫的題目、反思報告、同儕評估及前後測成績。結果顯示，高階思維任務比例顯著提升：應用至創造層級的題目由66.4%增至89.6%，錯誤分析與句子重構題型亦有明顯增長。學習者在題目有效性、構念對準及干擾項設計方面展現更深理解，反思中常採用「教師視角」進行分析。各組文法能力顯著提升，學習者普遍認為進步來自反覆設計歷程與同儕互評機制。質性資料揭示評估創作的情感與人際面向，展現學習者在創造力與理解度、自主性與責任感間的平衡。SGA循環將文法學習從規則記憶轉化為參與式探究，使學習者成為教學的貢獻者，而非被動的受試者。本研究確認SGA為一具可行性與影響力的教學策略，能深化文法理解並促進反思主體性，提供一個可複製的模型，將評估素養有效融入EFL教學，兼顧學習者聲音與教學嚴謹性。
關鍵詞：學生生成評估、文法教學、認知複雜性、評估素養、翻轉英語作為外語（EFL）課堂
Abstract
This design-based study explores how student-generated grammar assessments can cultivate cognitive complexity, assessment literacy, and meta-cognitive growth within a flipped English as a Foreign Language (EFL) classroom. Over two academic semesters, 116 Applied English majors at a technical university in southern Taiwan engaged in a Student-Generated Assessment (SGA) cycle, collaboratively designing, implementing, and reflecting on grammar quizzes aligned with instructional goals. Guided by Bloom’s Revised Taxonomy, Swain’s Output Hypothesis, and Fulcher’s assessment literacy framework, the study examined 685 learner-authored test items, reflective narratives, peer evaluations, and pre-/post-test data. Results revealed a marked shift toward higher-order thinking: tasks at the Apply through Create levels increased from 66.4% to 89.6%, with substantial growth in error analysis and sentence reconstruction formats. Learners demonstrated heightened sensitivity to item validity, construct alignment, and the plausibility of distractors, frequently adopting a “teacher’s lens” in their reflections. Across cohorts, grammar proficiency improved significantly, with students attributing their progress to the iterative nature of the design process and the critical engagement fostered by peer review. Qualitative insights underscored the emotional and interpersonal dimensions of assessment authorship—highlighting the delicate balance between creativity and clarity, agency and accountability. By transforming grammar from a rule-based exercise into a participatory inquiry, the SGA cycle repositioned learners as active contributors to instruction rather than passive recipients of evaluation. This study affirms SGA as a feasible and impactful pedagogical strategy for deepening grammatical understanding and nurturing reflective agency. It offers a replicable model for embedding assessment literacy into EFL instruction—one that amplifies learner voice while upholding academic rigor.
Keywords: Student-generated Assessment, Grammar Instruction, Cognitive Complexity, Assessment Literacy, Flipped EFL Classroom