幼托園所教保人員實施電子化檔案評量之現況調查研究 --以中彰地區為例

A Survey on Preschool Teachers′ Implementation of Electronic Portfolio Assessment In Taichung and Changhua Areas.

王盈之(Ying Chin)

指導教授 ： 孫扶志

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2010年)

摘要

摘 要
本研究旨在探討中彰地區立案幼稚園、托兒所教師與教保人員實施電子化檔案評量之現況、面臨問題與需求之看法，本研究有以下目的：
一、了解中彰地區公私立幼稚園、托兒所教保人員之個人背景分佈情形。
二、了解不同背景變項之幼托園所教保人員在實施電子化檔案評量之現況。
三、了解不同背景變項之幼托園所教保人員對實施電子化檔案評量的看法。
四、了解中彰地區幼托園所教保人員對實施電子化檔案評量與教學結合之觀點、困擾與建議。
本研究採問卷調查法進行研究，根據文獻探討編製「幼托園所教保人員實施電子化檔案評量之現況調查問卷」為研究工具，以任職於中彰地區幼托園所教保人員為研究對象，隨機抽樣712位進行施測收集資料，再分別以描述性統計、獨立樣本t考驗、單因子變異數分析等進行分析，獲致下列結論：
一、中彰地區幼扥園所有67.0％的教保人員不曾修習相關課程或學分，65.1％的教保人員曾參加過公私立機構籌辦之檔案評量相關研習，有73.6％具實施檔案評量之經驗，以紙本搭配電子化檔案評量者佔56.1％，將電子化檔案評量一學期轉贈家長一次者佔76.6％，電子化檔案評量最常用的形式是圖片照片檔佔26.3％，製作電子化檔案評量平均每週耗費時間為1-3小時者佔56.0％，未實施檔案評量之原因為目前無此規劃居多佔29.2％。
二、中彰地區教保人員其電子化檔案評量的實施情形會因任教於不同園所型態、是否修習相關課程或學分、是否參加相關研習而有所差異。
三、中彰地區教保人員其電子化檔案評量的看法情形會因教育程度、任教於不同的園所型態、是否修習相關課程或學分、是否參加相關研習、是否具備實施經驗的不同而有所差異。
四、教保人員將電子化檔案評量結合教學最常運用的形式是照片、影音多媒體、部落格和網頁，其內容尚包含聯絡簿、親子文摘、教學紀實、課程計畫、班報、軼事記錄、網路圖等教保生活點滴，並以一學期燒錄轉贈家長一次為主。無論實施與否皆有時間與人力不足之困擾，期待專業研習強化資訊整合能力及觀摩機會，且部分家長缺乏相關設備、使用習慣與操作技能；教保人員亦建議增能研習、幼兒資料應予保密、園所應增添相關設備、提供多元評量資訊管道予家長、使電子化與紙本檔案並行以增方便性、對於評量內容需多元規劃且檔案評量之推行應注重環保相關問題。
依據研究結果提出具體建議，以供相關教保行政部門、師資培育機構、幼兒園所、教保人員以及未來研究之參考。

關鍵字：電子化檔案、檔案評量、評量。

關鍵字

檔案評量 ； 電子化檔案 ； 評量

並列摘要

A Survey on Preschool Teachers′ Implementation of
Electronic Portfolio Assessment In Taichung and Changhua Areas

Abstract
This study investigated the current status of, difficulties in, and demands for implementing electronic portfolio assessment among preschool teachers and caregivers in registered kindergartens and daycare centers in Taichung and Changhua areas. This study aimed to explore:
1.distribution of background variables of preschool teachers and caregivers in Taichung and Changhua areas;
2.current implementation of electronic portfolio assessment among preschool teachers and caregivers with different background variables;
3.opinions as to implementation of electronic portfolio assessment among preschool teachers and caregivers with different background variables; and
4.opinions, difficulties, and suggestions regarding integration of electronic portfolio assessment and education among preschool teachers and caregivers in Taichung and Changhua areas.
The methodology was based on the survey method. The research tool was a self-developed “questionnaire on current implementation of electronic portfolio assessment among preschool teachers and caregivers”. This survey was administered to 712 randomly-selected preschool teachers and caregivers in Taichung and Changhua areas. The collected responses were analyzed using methods including descriptive statistics, independent sample t-test, and one-way ANOVA to obtain the following conclusions:
1.Among the surveyed preschool teachers and caregivers in Taichung and Changhua areas, 67.0% have never taken any training, course or credit on electronic portfolio assessment; 65.1% have taken training programs on electronic portfolio assessment held by private or public institutions; 73.6% have had experience of implementing portfolio assessment; 56.1% used paper-and-pencil portfolio assessment in tandem with electronic portfolio assessment; 76.6% would integrate the assessment results into one medium and give it to parents once every semester; 26.3% said that they most frequently used photos and graphics for electronic portfolio assessment; 56.0% spent 1~3 hours each week on average on electronic portfolio assessment; and 29.2% of those who have not implemented portfolio assessment said that they had no such plan in the present.
2.Implementation of electronic portfolio assessment among preschool teachers and caregivers varied depending on which type of school they served, whether they have taken related courses or credits, and whether they have participated in related training.
3.Opinions about electronic portfolio assessment among preschool teachers and caregivers varied depending on teachers’ education background, which type of school they served, whether they have taken related courses or credits, whether they have participated in related training, and whether they have experience of implementing electronic portfolio assessment.
4.Photos, multimedia, blogs, and web pages were the common forms of media that preschool teachers and caregivers used in integration of electronic portfolio assessment into education. The content of these media included contact book, articles for parents and children, teaching records, syllabi, class newsletters, anecdotes, and web images, all of which would be integrated into one single medium and given to parents on a semester basis. All the surveyed teachers, no matter they have or have not implemented electronic portfolio assessment, were troubled with insufficiency of time and human resources. They expected to access more professional training to increase their information integrating abilities and more opportunities to observe how other teachers implemented electronic portfolio assessment. Besides, some parents did not have proper facilities and skills for using the medium produced from electronic portfolio assessment. The teachers also suggested that more training be provided, confidentiality of children’s data be assured, school facilities be increased, multiple channels to access the assessment information be provided to teachers, electronic and paper-based portfolios be used in parallel, the assessment content be more pluralistic, and environmental issues be emphasized in the promotion of portfolio assessment.
Finally, based on the above results, this study also proposed some suggestions as a reference for administrations of preschool education, teacher training institutions, preschools and kindergartens, preschool teachers and caregivers, and future researchers.

Keywords: electronic portfolio, portfolio assessment, assessment

並列關鍵字

portfolio assessment ； electronic portfolio ； assessment

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