九年一貫國中階段國語文領域寫作能力指標與國中基本學力測驗寫作測驗評分規準關係管窺－以質性分析為主

國中基本學力測驗寫作測驗（以下簡稱基測寫作測驗）的實施近年來成果斐然且普獲肯定，無論是對寫作教學亦或寫作做為實作評量本身，在國內的影響日漸擴大而深入。就學習歷程而言，國中基測寫作測驗位居學習歷程的後端，有總結性意義，而與發揮指導作用的九年一貫國中階段國語文領域寫作能力指標（以下簡稱寫作能力指標）相對，兩者一首一尾，彼此的內涵、對應與意義值得深入研究。從辭章學的角度來看，寫作能力指標的型態是在整體性的要求上，由易而難、由局部而整體的階段展現，其目的在於學生具有學習歷程中最高層的創作能力。而評分規準則是意圖在局部的特徵中，觀察作品的整體表現，兩者同屬於辭章學中的整體性應然層面要求下的產物。因此，無論是能力指標或是評分規準都強調核心能力或主要評分向度，兩者間的考量一致而方向相反，在理論上屬同一理論位階而各有側重，而可以看出兩者互為主體性，並在寫作核心能力與評分規準在內在結構呈現一致的情形。在實際的外部對應上，能力指標與評分規準在具體內容上的對應主要在評分規準中評分零點與級分對應上可以看見大致相應的情形，但仔細觀察仍然可以發現差異不足的地方。評分規準零點對應著F-2中階等級寫作能力指標，顯示出F-2中階等級寫作能力能初步完整表達的階段，而從評分規準的內容劃分符合偏離理論的正－負對稱來看能力指標，則可以發現F-3高階等級的寫作涵蓋度及及內容跨度較大，而F-1初階等級的涵蓋度較少，F-1、F-2等級之間與F-2、F-3等級之間，兩者能力指標在實質內涵上並非等距。反之，評分規準中一、二級分不屬於國中階段的表現能力，卻佔有兩個級分，則一、二級分的規準劃分在內涵上看似等距，但可能失去量尺等距的意義。至於寫作能力指標與評分規準之間的明顯不對稱情形，則分別在：能力指標對修辭學科的偏重與結構組織的失落、能力指標對寫作應用的重視、以及評分規準中的零級分的慎重等等。

關鍵字

九年一貫；寫作；能力指標；評分規準；質性分析

並列摘要

In recent years, the implementation of writing test of The Basic Competence Test For Junior High School Students (hereinafter referred to writing test of The Basic Competence Test) is recognized. The impacts of both writing teaching and writing as performance assessment are getting deeper and deeper. In terms of learning process, writing test of The Basic Competence Test For Junior High School Students is last part, it has a summary of significance. Competence Indicators of Mandarin writing of Nine-Year Compulsory Curriculum of junior high school education (hereinafter referred to Competence Indicators of Mandarin writing) has directive function. Writing test of The Basic Competence Test and Competence Indicators of Mandarin writing are on the opposite side. Therefore, the research of writing test of The Basic Competence Test and Competence Indicators of Mandarin writing is meaningful. From the perspective of art od writing and speech, the type of Competence Indicators of Mandarin writing is in the overall requirements which show from easy to difficult, from the local and the overall. The object is aimed at students can have the creative ability during learning process. Besides, rating criteria are intended to score in local characteristics to observe the whole performance of the work. It's a production in the overall level of the request. Consequently, writing test of The Basic Competence Test and Competence Indicators of Mandarin writing emphasize core competence or major score. These two considerations are consistent but with opposite directions, theories of the same rank but different emphases. Core competence in writing and the structure of rating criteria are in a consistent situation. Correspond to the actual external, Competence Indicators of Mandarin writing and rating criteria roughly show the corresponding situation between the score zero and the fraction while rating criteria. However, by the way of careful observation, there are still some differences. The score zero of rating criteria corresponds Competence Indicators of writing in F-2, it displays writing ability in F-2 completes the initial phase of expression. The content of rating criteria is consistent deviation from positive to negative, it found high level of writing in F-3 can cover a large degree. On the other hand, lower level of writing in F-1 covers a fewer degree. The practical content of Competence Indicators between F-1, F-2 and F-2, F-3 are not the same one. On the contrary, level one, two of rating criteria don't belong the performance ability of junior high students. It seems the practical content between level one, two is the same, but may lose the significance. Apparent asymmetry between Competence Indicators of Mandarin writing and rating criteria can be found in Competence Indicators emphasis on Rhetorical and writing applications, the loss of structural organization etc.

並列關鍵字

Nine-Year Compulsory Curriculum ； writing test ； Competence Indicators ； rating criteria ； Qualitative analysis

國際替代計量

九年一貫國中階段國語文領域寫作能力指標與國中基本學力測驗寫作測驗評分規準關係管窺－以質性分析為主

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