角色扮演之達成度評估的檢證－以改善教學及評估為目標

為達成在接觸場面能用日語完成課題之目標，筆者在教學上，採取以日籍TA為對象讓學生進行角色扮演，並由TA檢測達成度之評估系統。為檢證該達成度評估基準及評估系統，筆者採訪了6名學生，聽取其如何評估自己之發話、困難點為何、及由學生的角度如何理解本活動。檢證結果發現，在未能流暢表達及有所猶豫時的用語上，學生有缺乏自信之自我評估的傾向；在方略上，有許多喪失使用時機而未能積極運用的狀況，也有學生有難以開始談話及結束談話的問題。為改善此等問題，有必要在教學時詳細說明評估基準及加強之後的練習。又，透過分析可知，現行之評估基準與評估系統符合所設定之接觸場面的目標，如此的過程使學生可在TA的協助下自己架構談話、體驗實際的對話場面，並進行自我評估。但，同時也發現，一方面難以期待TA扮演嚴格之評估者的角色、另一方面學生亦得在一定程度上做出正確的自我評估。本文建議，今後應使用評估表，同時由TA及學生各自進行對象評估及自我評估。

關鍵字

接觸場面；角色扮演；達成度評估；自我評估

並列摘要

In the class aimed for fostering the task performance ability by using Japanese in a contact situation, I adopted the achievement evaluation system which Japanese TA assess the student's achievement through a role play. In order to verify this evaluation system and evaluation criteria, I asked 6 students to do assess their own performance, and asked the significance of current evaluation system and whether there is a possibility of adopting self-assessment. Result of interviews reveals that students tend to underestimate the speech which they feel not fluent. They still have difficulties in using communication strategies and the expressions to open and close discourse. The reinforcement of practicing the expressions and the explanation of evaluation criteria are required. It is also revealed the current evaluation system and evaluation criteria are consistent in the goal of assuming the contact situation．Because the students getting TA's help have the chance to build discourse in a contact situation, and to do self -assess their performance. For improving the current evaluation system, self-assessment of the student using evaluation criteria is proposed in addition to others evaluation by TA.