檔案評量策略在視覺藝術課程實施之探討

An Investigation Of Portfolio Assessment Strategies On The Implementation Of Visual Art Curriculum

黎曉安(Li Hsiao-An)

指導教授 ： 陳瓊花 博士 ； 王國川 博士

國立臺灣師範大學/藝術學院/美術學系/碩士(2001年)

摘要

本研究主要目的為探討檔案評量策略在視覺藝術課程之應用，採取行
動研究的方式，設計一個議題式的課程，並發展檔案評量策略，觀察此策略是否能幫助學生有效地達到課程目標的學習，並建立批判思考的能力，此外，也想釐清檔案評量可以提供何種學生學習資訊。依據上述的研究分析與討論，本研究獲致結論如下：
一、檔案評量策略能有效地幫助學生達到課程目標
本研究資料顯示透過系統化、結構化的檔案評量策略的實施，能有效
地幫助學生達到課程目標。
二、檔案評量策略能幫助學生學習到批判思考的能力
本研究的檔案評量策略主要為學習單與自評回饋表。學習單的設計，初
期的學習單問題使用引導性較強的方式，並同時強調該學習單的評分標
準，逐漸地，問題設計越來越開放，評分標準也不一定告知學生。經過
幾週的訓練與要求，學生慢慢地能夠掌握分析與判斷的法則，也學習到
懷疑的態度。
三、檔案評量策略能提供學生學習的資訊
由於檔案評量策略能利用檔案夾收集學習歷程中的所有資料，因此能掌
握到學生學習全面性的訊息，能提供學生一段時間的學習表現，亦能凸
顯學生學習歷程的變化，還能給予學生學習類型的訊息。對教學者而
言，可透過這樣的資訊，調整教學內容與方法；對學生而言，他可以從
中得到自我反思的依據，反省自己有什麼地方該改進，明白自己的成長
四、評量策略應緊扣視覺藝術課程目標
在發展課程目標與教學活動時，應該思考，到底學生想學什麼？我們該
教他們什麼？一旦有明確的目標與教學活動，便能發展具體且系統化的
評量策略。
五、利用學生答案類型輔助建立評量標準
評量標準的建立應該從課程目標出發，草擬各目標階段性的標準，此外
為免疏漏，可依回收的學生學習表現結果、答案類型等，去對照調整草
擬的評量標準，這會因不同的教學對象、班級而不同，應該時時調整期
評量標準，以提供最正確的學生學習資訊。
根據上述研究之發現，研究者提出對視覺藝術檔案評量的建議：
（1）釐清課程目標：每個課程目標應該只涵蓋單一或是同類純粹的概
念。
（2）評量標準的建構：先將具象概念規準化，再將抽象概念重新定義並
規準化，逐步地將評量標準編擬出來。
（3）學生學習歷程：善用檔案夾與檔案評量策略，收集學生學習歷程的
所有資料。
研究者對未來研究的建議
（1）評量策略能同時兼顧多元評量的精神與客觀化。
（2）參考實施對象的答案類型來擬定評分標準。
（3）教師應思考該如何處理作業缺交的問題。
（4）思考該不該向學生說明評量標準？
（5）應檢測所有的課程目標。
（6）思考小組合作的公平性。
關鍵詞：檔案評量、評量策略、視覺藝術課程

關鍵字

檔案評量 ； 評量策略 ； 視覺藝術課程

並列摘要

An Investigation of Portfolio Assessment Strategies on The Implementation of Visual Art Curriculum
Abstract
The main purpose of this research is to investigate on the application of portfolio assessment strategies on a visual art curriculum. The action research method is adopted to design a issue-type curriculum and in addition, portfolio assessment strategies are developed. Observation will be conducted on whether they can help students to achieve learning goals of the course and to establish the ability to think and to criticize. Furthermore, this research also wishes to clarify what types of student learning the portfolio assessment can provide. Based on the analysis and discussion of this study, the conclusions are as follows:
1. Portfolio assessment strategies can effectively help
students to achieve learning goals of the course.
Through implementation of systemized and structural portfolio assessment strategies, they can effectively help students to achieve the goals of the course.
2. Portfolio assessment strategies can help students to learn
the ability of thinking and criticism.
The portfolio assessment strategies of this research are mainly the learning-task journal pages and the self-evaluation feedback form. For the design of the learning-task journal pages, in the initial stage will utilize a stronger leading learning questions. In addition, at the same time, the assessment standards of that learning-task journal pages are emphasized. After a few weeks of training and requirement, slowly student can grasp the rules of analysis and judgment and can also learn the attitude of suspicion.
3. Portfolio assessment strategies can provide information for
student learning
As portfolio assessment strategies can make use of portfolios to collect all information in the course of learning, therefore they can grasp the information of overall learning of students. Not only they can provide the learning performance of students in a certain period, they can also show the change in the course of student learning. If appropriate method is utilized, it can even provide information on the learning type of students.
4. Assessment strategies should be correspond with the goals of
visual art curriculums
During development of the goals of the curriculums and teaching activities, consideration should be given to the aspect on what students want to learn? What should we teach them? Once there are clear goals and teaching activities, a substantial and systemized assessment strategy can be developed.
5. Student answer types can be utilized to supplement the
establishment of assessment standards
Establishment of assessment standards should correspond with the goals of the curriculums. In addition, in order to avoid negligence, the student learning performance results and the types of answers can be utilized to compare and adjust the draft assessment standards. These might be different due to different teaching targets and classes. Therefore assessment standards should be adjusted at any time in order to provide the most accurate learning information.
According to the discovery in the above research, the researcher presents the following suggestions on visual art portfolio assessment:
(1) Clarify course goals: Each goal of curriculum should only
cover a single concept or a concept of pure similar type.
(2) Construction of assessment standards: First the concrete
concept is standardized, and then the abstract concept will
be re-defined and standardized. Then progressively, the
assessment standards can be formulated.
(3) Student learning process: Make good use of portfolios and
portfolio assessment strategies to collect all information
of the learning process of students.
Suggestions for future researches:
(1) Assessment strategy can concurrently take care both the
spirit of multi- assessment and objectiveness.
(2) Student answer types can be utilized to supplement the
establishment of assessment standard.
(3) Teacher should contemplate how to handle the problem of non-
submission of homework.
(4) Should the assessment standards be explained to the
students?
(5) Inspection should be conducted on the goals of all
curriculums.
(6) Consideration should be given to the fairness of group
cooperation.
Key word: portfolio assessment, assessment strategy, visual art curriculum

並列關鍵字

portfolio assessment ； assessment strategy ； visual art curriculum

參考文獻

張美玉（2000）。歷程檔案評量的理念與實施。科學教育，231 期，58-63。

陳瓊花（2001）。從美術教育的觀點探討課程統整設計之模式與案例。視覺藝術， 4， 97-126。

黃政傑（1997）。課程設計。台北：東華書局。

林意梅（2001）。國小六年級藝術與人文學習領域合作學習教學法之實驗研究。台北：國立台灣師範大學美術研所碩士論文。

陳美秀（2001）。兒童繪畫表現與大眾文化關係之探討：國小高年級學童自發性漫畫創作之多重個案研究。台北：國立台灣師範大學美術研所碩士論文。