透過經驗學習培養國小師資生自編成就測驗能力之教學實踐研究

Teaching Practice Research on Cultivating ＂Teacher-made Achievement Test Ability of Elementary School Pre-service Teachers through Experiential Learning

趙曉美(Hsiao-Mei Chao)

《教育研究與實踐學刊》 67卷1期 (2020/06) Pp. 1-35

https://doi.org/10.6701/JEPR.202006_67(1).0001

摘要

本研究以師資培育職前教育「學習評量」課程之「教師自編成就測驗」為焦點，透過經驗學習，培養國小師資生自編成就測驗能力。本研究對象為選修「學習評量」課程之42名師資生，分為11組，每組敦聘一位國小教師協作指導。在大學與國小教師協作指導下，各組師資生真實編製一份成就測驗，至小學班級施測，並完成試題分析與修正。為了解教學成效，透過編製歷程資料、檢核表、問卷、個別訪談等途徑蒐集資料並進行彙整分析。研究結果顯示：1.透過經驗學習，能培養師資生自編成就測驗能力，包括建立對教師自編成就測驗的適切認知、增進命題與施測的實作能力、培養對自編成就測驗的正向態度等；2.「教師自編成就測驗檢核表」能發揮具體指引與自我檢核的功能；3.師資生的學習態度，是影響小學教師協作指導的關鍵因素。本研究依據研究結果，針對師資生自編成就測驗之任務設計、實作歷程與成果的檢核、大學與小學教師的協作指導等三方面提出建議，供未來相關教學設計與研究參考。

關鍵字

經驗學習 ； 國小師資生 ； 教師自編成就測驗 ； 協作

並列摘要

This research focuses on the ＂Teacher-made Achievement Test＂ of the ＂Learning Assessment＂ course for the Teacher Education and aims to cultivate the pre-service teachers' ability of teacher-made achievement tests through experiential learning. The 42 pre-service teachers enrolled in the ＂Learning Assessment＂ course, are divided into 11 groups, and each group is assigned to one elementary school teacher. Under the guidance and collaboration of the university professor and elementary school teachers, each group of pre-service teachers practically design and implement an achievement test in the elementary school class, and then analyze and revise the test items. To understand the effectiveness of teaching, this study conducts a comprehensive analysis by compiling data, checklists, questionnaires, and individual interviews. The research results show that: (1) through experiential learning, the ability of pre-service teachers' self-editing achievement test can be cultivated, including the proper understanding of teacher-made achievement test, the ability to enhance the designing and implementation of tests, and the cultivation of positive attitude towards the teacher-made achievement test; (2) ＂The Checklist of Teacher-made Achievement Test＂ for pre-service teachers can play the role of specific guidance and self-checking function; (3) The learning attitudes of the pre-service teachers are the key factor affecting the collaborative guidance of elementary school teachers. Based on the results, this study also puts forward suggestions on the task of designing ＂Teacher-made Achievement Test＂ for pre-service teachers, the verification of the implementation process and results, and the collaborative guidance of university and elementary school teachers, that can be used as future references for other related instructional designs and researches.

並列關鍵字

experiential learning ； elementary school pre-service teacher ； teacher-made achievement test ； collaboration

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