多元評量的活化、迷思、與神話－教學歷程的個案研究

Activation, Misconception, and Myth of Classroom Assessment-A Case Study

林怡呈(Yi-Chen Lin) ； 吳毓瑩(Yuh-Yin Wu)

《課程與教學》 11卷1期 (2008/01) Pp. 147-172

https://doi.org/10.6384/CIQ.200801.0147

摘要

本研究採個案研究法，探討教師運用多元評量策略（包括意圖、方式、與實施）之整體圖像。研究者進入主角教師之教室現場共一學期100節課，輔以訪談、文件分析等策略，分析歸納出主角教師實施多元評量之三種圖像：1、活化：主角教師在語文課程中選用合宜的評量，有效運用訊息與資源，結合評量與教學，並將結果回饋於學生，且作為改善教學的依據。2、迷思：主角教師在數學課程中，由於學科教學知識不足，評量規劃較貧乏僵化，對於教學無所助益，有時且誤導學生學習。3、神話：主角教師在社會課程中，寓遊戲於教學中，熱鬧有趣，但實際上未達到學習目的，多元評量如同虛幻的「神話」。研究者後續提出四個議題與讀者分享討論。

關鍵字

多元評量 ； 教室評量 ； 教學歷程 ； 個案研究

並列摘要

The purpose of this study was to investigate the facets of classroom assessment. Case study was adopted with classroom observations, interviews, and document analysis. Three facets were found: 1. activating learning: In language art classes, the teacher effectively made use of learning resources, chose suitable assessment technique, embedded assessment within teaching, and amended scoring rubrics in accordance with students' reactions; 2. misconception: In mathematics classes, the teacher, with a lack of pedagogical content knowledge, was limited to stereotypical assessment method, and even misguided students' learning; 3.myth: In social science classes, the teacher had unrealistic expectation of assessment, and fun did not bring up students' learning. Finally, the researchers raised discussions and reflections for future studies.

並列關鍵字

multiple modes of assessment ； classroom assessment ； teaching process ； case study

參考文獻

甄曉蘭(2000)。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊。44(1)，61-89。

江文慈(2004)。教學評量改革的難題分析：技術、文化、政治、與後現代觀點。課程與教學季刊。7(3)，1-16。

吳毓瑩(2003)。多元評量之解毒與解讀。課程與教學季刊。6(1)，133-154。

Airasian, P. W.(1994).Classroom assessment.McGraw-Hill, Inc..

American Educational Research Association,American Psychological Association,National Council on Measurement in Education(1999).Standards for educational and psychological testing.Washington, DC:American Educational Research Association.