以教與學歷程檔案評量STS教師的專業能力及其成長

本研究的目的為開發一種以敎與學歷程檔案評量教師成長之方法。在此實作評量方法，教師需根據STS教師實作基準，蒐集具有一致性的證據，以證明自己符合約定基準；只作一次實作評量是不適當的。主要研究者（師資培育者）設定教與學歷程檔案之目的，即檔案必需提供教師成長歷程中之變化，和具有專業能力之證據，主要研究員又開發一套STS教師實作基準、檔案樣式及評量指引，供教師參考之用，使教師易於記錄，並使教師與教師培育者了解，應達到的實作基準。著者開發的指引清楚地敘述，使教師能以此標準做為反省，比較自己的專業成長之依據。個案教師從實際教學中蒐集符合約定基準之證據，用來建立教與學歷程檔案，以便顯示其專業能力及其教師成長歷程中之變化。個案教師選擇第一、第二、第三等最佳證據加入檔案，並討論每一證據附加什麼。此附加價值法促使教師自我評量、同儕評量，並建立自信，促使樂意自動自學。本研究發現，檔案評量方法能評量STS教師的專業能力及其成長，改進教與學，並促進其專業發展。

關鍵字

評量；基準；教與學歷程檔案； STS教師

並列摘要

The purpose of this study was to develop a portfolio assessment method specific to STS teaching. In this study, the principal researcher set out the purposes of the portfolio and the evidence needed to show changes in professional competence across the program of teacher development. The principal researcher also developed a set of performance criteria, sample forms, recordkeeping strategies, and rubrics for teachers and teacher educators to used. The developed rubrics contain explicit guidelines for teachers to reflect and compare on their own progress against clearly understood standards. To meet the stipulated criteria, the case teacher must decide what to collect from real teaching as pieces of evidence to build his/her portfolio. The teacher must select the first, the second, the third, and so on, most compelling pieces of evidence and discuss the significance of each entry to the portfolio. This value-added method motivates teachers to assess themselves and their peers, while building self-confidence and willingness to take charge of their own learning. The results of this study show the portfolio assessment method can be used to identify qualified STS teachers, improve instruction and learning, and stimulate professional development, and that the assessment can be a part of STS teacher certification.