服裝技術課程使用評分指標成效評估研究－以立體裁剪技術為例

本研究聚焦在使用評量指標與數位化教材輔助立體裁剪技術課程的成效評估，是由本系服裝組二年級三學分必修立裁與設計課程參與，二班共62人，其中男性8人與女性54人，本研究參與學生分為二班，包含：A班有29位主要為申請入學管道（3位男性與26位女性），B班有33人主要為多元入學管道（5位男性與28位女性），本研究成果發現評量指標是客觀的實作評估工具，一致化且客觀的審查標準，有助減少師生對於實作作品檢查與評估標準的具體認知差異，並且在課前使用數位化教材與影片觀後測驗題，不只有助提升學生認知能力，也協助教師了解學生觀看數位化教材後未了解之處，得以在實作教學示範加強說明。本研究使用五項量化研究方法，包含：實作法、觀察法、敘述統計、變異係數與實作評量尺規。本研究成果顯示二個構面，其中數位化教材、課程前測題目與答錯次數進行統整，結果顯示二班皆容易答錯的題目依序為鬆份尺寸、實作款式結構、實作目的、貼領圍標示線、布紋記號、款式、完成線與縫份；其二是12週學生實作評量分系發現B班的表現有8週平均分數優於A班，二班學生差異最大的前三項實作作品是第3週胚布整燙與抽紗、第11週上衣原型、第13週特殊褶轉移與上衣公主線，本研究成果可做為立體裁剪服裝技術實作課程發展與改善的研究基礎，開啟立體裁剪多元學習的可能性，做為師生共同認知發展與評估的客觀工具。

關鍵字

立體裁剪；服裝技術教學；評量指標；數位化輔助教材

並列摘要

This study focuses on adopting twelve weeks digital teaching materials and rubrics to evaluate teaching effectiveness. This study invited 62 of second year undergraduate students in fashion design major in textile and clothing department of Fu Jen University. These students are divided into two classes, including 8 males and 54 females. These students are divided into two classes, which A and B. The 29 students of class A have 3 males and 26 females by admission from application. There are 5 males and 28 females in class B by multiple entrance program. The research results illustrate that using the preview videos and pre-test questions enhance the draping cognition while the students operate draping techniques. Then, the instructor taking objectivity rubrics to grading and to feedback on drippings are able to keep the standers in qualification consistently. These also help the tutor improve the understanding of the students. Hands on method, observation method, descriptive statistics, coefficient of variation and rubric are the five methods in this study. The data sets of pre-test question show that both of classes illustrate wrong answers in variation size, garment style, cloth structure, aims and objective, graph tape in neckline, fabric grain, finished appearance, and seam allowance. In the average data sets, class A gains higher scale than class B. Especially, the top three of large difference during the 12 weeks are calico grain align, basic bodice and a variation of dart equivalents with princess line, following by week 3, week 11 and week 13. These research results offer further studying to develop and to improvement draping course of fashion technology. This study illustrates variety possibilities of in fashion technology learning, which is based on the evaluation of cognitive from the tools to the development between an instructor and students.

並列關鍵字

Draping ； fashion technical teaching ； rubric ； digital teaching materials

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