師資生教學表現評量的設計與實施經驗探究

本研究的目的旨在以觀察式評量方法為基礎，設計發展適合國內師資培育情境的師資生教學表現評量方案，並且測試實施此一方案，分析測試實施經驗，以作為進一步設計發展的參考。本研究結果提出一師資生教學表現評量機制，包括教學實作任務、評分規準、觀察記錄工具、評量人員基本條件，以及標準化評量實施程序等。本評量的實施經驗顯示：一、就重要性而言，本教學表現評量獲評量人員及參與師資生的肯定，且有助於師培機構了解師資生在各項教學能力的優劣表現情形；二、就教學表現評量的時機而言，在教學實習課程中辦理可以強化師培機構的績效責任，提供師資生更多教學實踐機會；三、理解評量之檢測指標與檢核重點內涵可能是影響評量成績的關鍵因素；四、未來可再針對評量人員評分的信效度，增加教學觀察前會談或說明，應用本教學評量規準於師培相關課程，以及研擬錄影評審等議題進一步研究。

關鍵字

師資培育；師資生；教學表現評量

並列摘要

The aim of this study was to develop an observation-based assessment to assess the teaching performance of preservice teachers, and to examine and reflect on the experiences of implementing the new practice. This study helped to develop an assessment program that includes teaching performance tasks, scoring rubrics, observation tools, professional assessors, and standard procedures. The implementation results show that: (1) Preservice teachers and assessors perceived the assessment as a significant way for preparing high-quality teachers. (2) Data from the assessments can provide evidence of preservice-teacher strengths and needs that serve a useful purpose in improving the teacher preparation program. (3) Preservice teachers' understanding of assessment rubrics might be an important factor contributing to the teaching performance level. (4) Future research could explore the issues of how to improve the inter-rater reliability, conducting pre-observation interview, providing effective teaching training program in teacher education, and assessing teaching performance through videotape.