評分規準對科學筆記寫作及科學閱讀理解能力的影響

The Impact of Rubrics on Scientific Note-Taking and Science Reading Comprehension

蔡惠如(Hui-Ju Tsai) ； 鄭夢慈(Meng-Tzu Cheng)

《科學教育學刊》 28卷3期 (2020/09) Pp. 255-280

https://doi.org/10.6173/CJSE.202009_28(3).0003

摘要

雖然評分規準在國內推行已久，與評分規準相關的實徵研究多局限於評分規準的設計，甚少有研究探討評分規準對學生實質能力的影響。其次，科學領域的寫作與閱讀能力近幾年來逐漸被重視，故本研究目的主要探討評分規準是否能提升學生的科學筆記寫作表現及科學閱讀理解能力。本研究採準實驗研究法，研究對象為桃園某國中七年級學生，其中兩個班共73人為實驗組，一個班共36人為對照組。兩組實施相同的教學方式，配合教學進度實施三階段的科學筆記寫作共17次，惟實驗組在使用評分規準評量後，會將評分規準發放給學生作為學習鷹架。本研究主要採重複量測共變數分析及共變數分析，以先前學習成就（段考成績）作為共變數進行統計控制，研究結果發現，有評分規準回饋的組別在科學筆記寫作成果與科學閱讀理解上都顯著地有更好的表現。

關鍵字

科學筆記寫作 ； 科學閱讀理解 ； 評分規準

並列摘要

In Taiwan, while rubrics have long been applied in grading, empirical studies mostly focused on the design of rubrics rather than the effects on students' achievements. Given that the ability to write and read in the scientific field is important, this study aims to investigate whether the use of rubrics improves students' performances on scientific note-taking and science reading comprehension. A quasi-experimental design was applied on 109 7th graders, with 73 in the treatment group and 36 in the control group. There are three phases of experiments, in which a total of 17 scientific note-taking activities were graded with the rubrics, and the treatment and control groups differ in whether the rubrics showing the details about their note-taking performance were returned to the students as feedbacks. Data were analyzed by using repeated measures analysis of covariance (ANCOVA) and ANCOVA, controlling for the effect of prior knowledge (midterm exam grades). The results indicated that the use of rubrics significantly improved students' performances on scientific note-taking and science reading comprehension.

並列關鍵字

Scientific Note-Taking ； Science Reading Comprehension ； Rubrics

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