技專校院學生對教學評量態度之研究

The Study on Vocational College Students’ Attitudes toward Instructional Assessment

葉米芸(Mi-Yun Yeh)

指導教授 ： 馮莉雅

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2012年)

https://doi.org/10.6825/NKUHT.2012.00024

摘要

本研究旨在探討技專校院學生對教學評量的態度與看法，以我國技專校院學生為問卷調查對象，採描述統計分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關、點二系列相關、Spearman等級相關、卡方檢定等統計方式加以分析。
本研究共15項主要發現，說明如下：(1)學生對教學評量制度有中度的認同度，其中對學校教學評量之實施方式的認同度最高，但學生認為在填寫自評題目時不具客觀性。(2)學生對於學校評量系統的理解是屬中下程度，學生對獎勵及懲罰機制的理解有不同看法。(3)我國教學評量學校評量系統具有共通性，但學生對制度了解之情形與現實有落差。(4)個人參與認同度中，有九成學生親自參與教學評量填答歷程，但四成學生以印象來做填寫，七成學生填答時不受學業成績所影響。(5)六成學生認為課程屬性(理論vs實習)、必選修會影響他的選課結果，但班級氣氛、規模僅有一半的學生認為會影響。(6)七成學生對獎懲認同度的看法是屬利已的觀點。(7)男生對制度認知中的評量題目滿意度高於女生。(8)不同年級學生對評量題目、評量實施方式的認同度有顯著差異。(9)私立學校的學生對評量目的的認同度高於公立學校。(10)高年級較低年級較理解學校的評量系統，但皆不到半數的學生，且公立學校較私立學生更清楚。(11)單一問卷及多元問卷類型學校之學生對學校評量系統的理解存有顯著差異。(12)「評量題目」、「評量實施方式」與「獎勵機制的理解」、「懲罰機制的理解」有顯著相關。(13)對評量制度之評量目的、評量題目、實施方式有較高認同度的學生，其填寫問卷的方式與時間有較正向及積極的表現。(14)對評量制度之評量資料運用有較高認同度的學生對學校獎懲制度有較深入之了解。(15)對學校獎懲制度愈了解之學生，愈能認同學校獎懲制度之實際運作情形。

關鍵字

教學評量 ； 技專校院 ； 學生知覺

並列摘要

The Study on Vocational College Students’ Attitudes toward Instructional Assessment

Abstract

The purpose of this study aims to explore vocational college students’ attitudes and opinions toward instructional assessment and the research dimensions. The data were collected through questionnaire investigation from a sampling of vocational college students all over Taiwan. The data was analyzed by descriptive statistic, independent sample T test, one-way ANOVA, Pearson correlation and multiple-regression analysis. The conclusions of this study were as follows:
1. Students had moderate recognition to the perception of the evaluation system and were the most acceptable to the implementation of the instructional assessment; however, students considered that filling out self-reported questions were not objective.
2. Students had lower degree of understanding of the assessment methods; furthermore,they had different opinions toward reward and punishment systems.
3.The instructional assessment conducted by each school in Taiwan has a
commonality, but for these vocational college students there’s a gap between
their understanding of the assessment system and the reality.
4.For personal participation of assessment process, 90 percent of students were
personally involved in filling out the instructional assessment questionnaire, 40 percent of students filled out the questionnaire with their own impression and 70 percent of students weren’t influenced by their academic performance while filling out.
5. 60 percent of students considered that the curriculum-attribute cognition (Theory vs Practice) and required or elective courses will influence their registering course results; on the other hand, only 50 percent of students thought classroom atmosphere was influential.
6.Most of the students’ opinions toward the volition of reward and punishment were individualistic.
7.Male students had higher satisfaction with assessment questions from perception of evaluation system than female students.
8.Students from different grades had significant difference of the recognition toward the assessment questions and methods of assessment
9. Private college students had higher degree of recognition toward the purpose of assessment than public college students.
10.Senior students had more clearer understanding of assessment methods than
junior students,but the number of students who understood the evaluation
methods was still less than half. What’s more, students from public colleges
understood more clearly than those from private college.
11.Students from schools that single and multiple questionnaire were applied had significant differences in implementation of assessment methods.
12. “Evaluation questions”, “methods of evaluation”, “reward system”and
“punishment system” had significant correlation.
13.Students had higher significant with assessment purpose,assessment
questions,assessment methods, fill out the questionnaire with a more positive
and proactive performance.
14.Students had higher significant with application of assessment data and
deeply understanding of the school reward system.
15. More understanding of students of the school reward system, and more able to agree with the actual operation situation of the school reward system.

並列關鍵字

instructional assessment ； vocational college ； students’ perception

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