“學生爲中心”的學習評量

Lerning Assessment of Student-centered

黃淑苓(Su-Liang Hwang)

《教育科學期刊》 1卷2期 (2001/12) Pp. 3-24

https://doi.org/10.6388/JES.200112.0003

摘要

《教學創新•九年一貫》自2001年起將在四年內全面施行於我國國民教育階段，其所引發的畫時代課程教學改革，必須有相對應的評量改革，方能落實教育改革理念與目標。《教學創新•九年一貫》強調「學生爲中心」、「基本能力」、「學校本位課程」、「生活化統整課程」、「創新教學」的課程教學特色，而其評量必須與這些特色結合，才能確實發揮這套課程教學的功能。作者在本文中倡議《教學創新•九年一貫》的評量必須具有「個別化」、「發展取向」、「能力表現取向」、「統整取向」、「學校本位取向」之特色，並且據此發展一套「學生爲中心」的評量系統。作者主張以檔案評量爲基本模式發展《教學創新•九年一貫》的評量系統。文中作者並針對現有的評量迷思概念提出澄清。

關鍵字

課程 ； 教學 ； 學習評量

並列摘要

The ”Nine Year Joint Curriculum” has been implemented in the first grade since 2001 fall, and would be implemented in all the grades of elementary and junior high school levels within four yours. The ”Nine Year Joint Curriculum” based on the humanistic ideology of ”student-centered, holistic education” aiming at making all young learners develop ten basic life competencies, is to make fundamental changes in domestic practice of school curriculum and instruction. However, without an assessment system based on the same ideology, the objectives of the ”Nine Year Joint Curriculum” reform would not be successfully achieved. The author advocates that the assessment system for the ”Nine Year Joint Curriculum” should be ”individualized”, ”developmental”, ”competence-performance based”, ”integrated”, and ”school based”. The author suggests that a portfolio assessment system would fit in all the characteristics nominated for the assessment system for the ”Nine Year Joint Curriculum”.

並列關鍵字

Curriculum ； Instruction ； Lerning ； Assessmen