運用集體口試做為班級經營表現評量之研究

A Study for Applying Collective Oral Test as a Performance Assessment of Classroom Management

張民杰(Ｍin-Chieh Chang)

《雙溪教育論壇》 3期 (2015/01) Pp. 39-56

摘要

口試一直是教師甄選的方法之一，然而口試不只是個別口試，還有集體口試、團體討論等方式。本研究在班級經營課程，以集體口試作為實作評量的方法。首先，設計「集體口試評分及觀察記錄表」，分為儀態、言辭、才識三個向度來評分，並修改Flanders的時間線標記，將集體口試的第一輪提問回答、追問回答及第二輪自由選答，依權重做三個向度的劃記。其次，運用前述評分及觀察紀錄表，實際讓師資生進行集體口試。評分者A使用傳統打總分的評分方式，B則另加觀察紀錄表的評分方式，結果發現：A和B兩者用傳統打總分方式相關係數.472；A和B兩者一用傳統打總分、一用觀察紀錄表的評分相關係數.510；而B自己兩種評分方式的相關係數.819，並均達到顯著差異。這些研究結果說明了，本研究編製的觀察紀錄表與傳統總分評分一樣具有信度，而使用本評分工具尚有兩大好處：一是對受評之師資生而言，還可以了解其集體口試過程，在三個向度及各時間點的表現情形；而對評分者而言，可進一步分析其評分結構，受到儀態、言辭、才識哪一個向度的影響較大，必要時可作加權處理，以免總分受單一向度月暈效應的影響。

關鍵字

口試 ； 時間線標記 ； 教師甄選 ； 集體口試

並列摘要

Oral test is always one of teacher selection methods. There are not only individual testing in oral test, but also collective oral test and leaderless group discussion and etc. This study employed collective oral test as a performance assessment of classroom management. Firstly, this study designed the rating scale and observational score. These contents divided into three dimensions including of appearance, wording, and ability and insight. We modified Flanders Interaction Analysis System to take score as a method of analyzing collective oral testing. Secondly, there is statistically significant difference between with interviewers A and B by using traditional rating method, that the correlation coefficient is .472. There is statistical significance between interviewers A by using traditional rating method and B by using modified FIAS rating method, that the correlation coefficient is .510. There is statistical significance between with interviewers B by using traditional rating method and B by using modified FIAS rating method, that the correlation coefficient is .819. The result of this study has two benefits. One benefit is easy to understand the performance of collective oral testing for candidate. The other benefit is to reduce the halo effect by interviewer.

並列關鍵字

collective oral test ； oral test ； teacher selection ； timeline score