高職國文實施多元評量之行動研究

Multiple Assessment Implementation in Vocational High School Chinese Instruction – An Action Research

陳美妃(Mei-Fei Chen)

指導教授 ： 曾淑惠

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2006年)

https://doi.org/10.6841/NTUT.2006.00149

摘要

本研究主要經由教學現場中多元評量活動的實踐，探究高職國文多元評量之實施歷程及影響。研究目的有四：一、瞭解學生對傳統紙筆評量及多元評量的感受。二、探討多元評量應用於高職國文的學生學習成效與遭遇問題。三、歸納適用於高職國文的多元評量策略。四、透過多元評量之行動研究提昇研究者之專業成長。
為達成上述研究目的，本研究採用行動研究，以研究者所任教之班級學生為研究對象，採取問卷、課堂觀察及錄音、訪談、文件分析，及省思札記五種方式在教學的過程中蒐集資料，進行資料內容的分析及三角校正形成研究結論如下：
一、傳統紙筆評量仍有必要存在，但實施時應適時適量。
二、學生對高職國文接受多元評量的感受有：（一）學生相當滿意於國文課實施多
元評量。（二）多元評量的成績評比應更求客觀。（三）每學期多元評量的適
當數量為三至四次。
三、學生在高職國文接受多元評量的學習成效有：（一）有助於學生國語文的學習。
（二）提昇學生的學習興趣。（三）改變學生的學習態度。（四）改善同儕的
互動。（五）鼓勵學生學以致用。
四、高職國文實施多元評量所遭遇之問題與限制有：（一）評量活動日期的不易確
定。（二）學生生活經驗的不足。（三）學生學習態度的被動。（四）因材施評
執行的困難。（五）教學時數的限制。（六）教學環境的限制。（七）教師的分
身乏術。
五、研究者於執行研究後得到的省思與成長有：（一）評量設計的內容應考慮學生
能力。（二）評量的擇訂重質不重量。（三）突破研究者教學上的迷思。（四）
體認語文學習的真義。（五）體認協同教學者的重要。（六）評量活動經驗的
學習與累積。
根據研究結果，本研究分別在教師實施多元評量的策略及後續研究二方面提出建議，作為實務應用及後續研究參考。

關鍵字

多元評量 ； 傳統紙筆評量 ； 行動研究

並列摘要

This study aimed to explore both the process and influence of multiple assessments implemented in vocational high school Chinese instruction, mainly through the practice of multiple assessment activities in teaching . The purposes of the study were as follows: 1. to understand how the students feel about paper-and-pencil tests and multiple assessments. 2. to explore the learning effects and problems of multiple assessment can be applied to vocational high school Chinese instruction. 3. to conclude the strategies of multiple assessment which can be applied to vocational high school Chinese instruction. 4. to enhance the researcher's professional development by conducting action research on multiple assessment.
The approach of this study was action research, and the research target was the students the researcher was teaching. The five methods included were survey, classroom observation, recording, interview, document analysis, and reflective essays - so as to collect materials, make analyses and triangulation. Following are the conclusions:
1. Paper-and-pencil tests are still important, but it should be used at the right time and with the right frequency.
2. What the students think about multiple assessment implemented in vocational high school Chinese instruction are as follows: (1) The students are fairly satisfied with that. (2) The grade standard in multiple assessment can be more objective. (3) The suitable frequency of multiple assessment can be three or four per semester.
3. The effects of learning on students receiving multiple assessment in vocational high school Chinese instruction are as follows: (1) Progress in Chinese proficiency. (2) Increasing attraction of learning interest. (3) Change in learning attitude. (4) Improvement of peer interaction. (5) Encouragement of practicing what they learn.
4. The problems and limitations faced by the multiple assessment implemented in vocational high school Chinese instruction are as follows: (1) The schedual of such activities are not easily drawn up. (2) The experiences of students in life are not enough. (3) The learning attitude of students is passive. (4) The implementation of individualized assessments is difficult. (5) The periods of teaching are limited. (6) The teaching environment is confined. (7) The researcher is overloaded with work, which involves doing multiple assessment.
5. The reflections and professional developments of the researcher after this study are as follows: (1) Students' ability should be taken into account when designing assessment contents. (2) The approach of assessment should focus on quality instead of quantity. (3) The study dispels the researcher's myth about teaching. (4) The researcher realizes the meaning of Chinese learning. (5) The researcher realizes the importance of the coordinator. (6) The researcher accumulates teaching experiences and learns from such activities.
According to the conclusions, the researcher gives some suggestions separetely on the teacher's strategies of implementing multiple assessment and further studies.

並列關鍵字

multiple assessments ； paper-and-pencil test ； action research

參考文獻

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