評量規準對不同學習成就學生學習動機與學習表現之影響

近年來評量規準在教育現場的使用逐漸普遍，十二年國教的總綱上提到學習評量報告應提供量化數據與質性描述，再者根據國民小學及國民中學學生成績評量準則提到評量的結果解釋應以標準參照為主，常模參照為輔，必要時，應兼顧診斷性及安置性功能，因此教師在提供評量結果時也應朝此目標前進，故基於以上原因，研究者認為使用評量規準是未來教學現場評分的方式之一。另外評量規準也是一種指引，讓學生更清楚自己的學習目標為何，也讓學生在答題時有方向，教師也可以透過評量規準批閱作業，了解學生的學習狀況，基於以上原因產生如下研究問題：一、評量規準對於不同成就學生學習表現之影響為何？二、評量規準對於不同成就學生學習動機之影響為何？三、教師導入評量規準於課堂學習活動後，對教師專業知能影響為何？　　本研究採用行動研究，以中部某國中七年級30位學生為研究對象，依其上學期國文段考成績分成高、中、低成就三組，本研究採用質性研究，研究工具包含學生學習單、教師省思札記、第一次定期評量成績，利用主題分析法，得到結果如下：使用規準後，對學生學習表現的影響如下，學生在完成學習單及訂正學習單的過程中，開始進行學習的自我監控，中、低成就的學生在學習成果上有進步。使用規準後，對學生學習動機之影響如下：學生書寫學習單的動機提高，部分學生學習信心上升，部分學生學習焦慮感降低。將規準導入課堂學習活動後，對教師專業知能影響如下，可以提升教師對於教學目標的掌握能力及對評量的覺察力。最後研究者根據以上結果提出建議，在教學實務上，教學者對評量規準宜具體說明，用字要淺顯易懂。再來，教學者可以收集不同分數的學生作品，讓學生有範本可以參考。關於評量規準發展與使用方面，建議一開始想要使用評量規準的教學者，可以找現有的評量規準參考、修訂，並邀請同儕教師一起參與評量規準的訂定，尋求回饋，最後使用於課堂上，就學生的學習情形，進行規準的修訂。在未來研究建議上，可以增加研究時間、擴大研究對象，增加不同類型的試題使用評量規準或是擴及其他領域，也可以與學生一起制定規準，並讓學生利用評量規準進行自評及同儕互評。

關鍵字

評量規準；學習動機；學習表現

並列摘要

In recent years, assessment rubrics, or the Rubric, have grown increasingly prevalent in education. According to the curriculum guidelines for 12-year Basic Education, the learning assessment report should include both quantitative and qualitative descriptions. In addition, the Regulation Regarding the Assessment of Elementary and Junior High Students' Academic Performance states that the interpretation of assessment results must be based on standard reference and complemented by norm reference. Both diagnostic and placement functions should be considered. Therefore, when presenting assessment findings, teachers should also work towards this objective. Based on the aforementioned reasons, this research has found that utilizing assessment rubrics in the future is one way to evaluate on-site teaching. In addition, assessment rubrics serve as a guide, allowing students to have a deeper understanding of their learning objectives and providing them with direction while responding to questions. In addition to reviewing assignments with rubrics, teachers can assess students' learning status. Considering the aforementioned factors, the following research questions arise: 1.What impact do rubrics have on the learning performance of students with varying levels of achievement? 2. What impact do rubrics have on the learning motivation of students with varying achievements? 3. After introducing rubrics to classroom learning activities, how have teachers' perceptions of professional competencies changed? This research has utilized action research, with 30 seventh-grade students from a junior high school in central Taiwan serving as the research object. The students have been sorted into three groups based on their performance on the Chinese exam from the previous semester: high, medium, and low. This research has adopted qualitative research methods, and its research tools have included study sheets, teacher reflection notes, and the first regular evaluation of grades. Using the method of theme analysis, the following conclusions have been obtained: After the introduction of evaluation rubrics, the students' learning performance has improved. In the process of completing and revising the study sheet, the students have initiated self-monitoring of their learning. Students with low and moderate levels of achievement have made progress in learning outcomes. The use of assessment rubrics has had the following effect on the learning motivation of students: the motivation of students to write study sheets has increased; the learning confidence of some students has increased; and the learning anxiety of some students has decreased. The introduction of assessment rubrics into learning activities has an effect on teachers' perceptions of their professional competencies, which may also improve teachers' capacity to comprehend teaching objectives and awareness of assessment. This research concludes with recommendations based on the preceding findings. In teaching practice, teachers should describe assessment rubrics in full, using clear, easily understood language. In addition, teachers can gather student work with varying grades to provide students with a model. Regarding the development and use of assessment rubrics, it is suggested that teachers who want to use rubrics consult and revise existing rubrics, invite peer teachers to participate in the formulation of rubrics, solicit feedback, and then use the rubrics in the classroom to revise the rules based on the students' learning situation. Regarding suggestions for future research, it is possible to increase the research time, expand the research objects, increase the use of rubrics for different types of test questions or expand to other fields, develop rubrics with students, and permit students to use rubrics for self- and peer-assessment