【Education Perspective】Assessments Strategies for Blended Classrooms in the Post-Pandemic Era: A Commentary on Bolton and Elmore Model

At the beginning of the COVID-19 (coronavirus disease-2019) pandemic, many schools were forced to close and classes switched to remote learning. As a result, incorporating digital learning resources in classrooms has become more valued and prevalent. Blended classrooms are becoming more common, and assessment methods must subsequently adapt. As learning becomes more multifaceted, assessments must reflect these new online dimensions to learning. This paper integrates the concepts of authentic assessments proposed by Bolton and Elmore (2016) with concrete methods to successfully implement assessments. Assessment strategies and measures include giving students a voice, incorporating digital learning platforms, using formative assessments, providing descriptive feedback, and adopting a transitional pass-fail binary grading system. For each strategy, the theoretical rationale and a detailed description of the implementation are discussed. Consequently, this study presents practical assessment solutions that facilitate learning without standardized tests and grades (i.e., the de-testing and de-grading of education).

關鍵字

formative assessment ； pass-fail binary grading system ； descriptive feedback ； the new normal of assessment ； digital learning resources

並列摘要

當新型冠狀病毒肺炎疫情（coronavirus disease-2019）開始時，許多學校被迫關閉，實體課堂不得不改為遠距教學。在課堂中融入數位學習資源已變得越來越受重視和普及，混成式課堂現在是校園中常見的。隨著教學與學習方式的演變，評量學生學習的方法也勢必要有相對應的演進。當課堂及學習變得更加多元化，評估學生的評量方式也應該要能夠真實地反映出這種模式下學生在各種面向之所學或成長。然而，要達到這樣的評量效果最大的挑戰是「如何操作」。本文將回顧Bolton與Elmore（2016）提出的有關真實評估的概念重點，並將現實中可以實現這些概念的具體方法結合起來。本文依課堂可循的操作順序，依序提出的評量策略包含：給學生發聲的機會、結合線上或數位學習平臺、利用形成性評量、善用描述性回饋以及採用「通過—不通過」之二進制評分系統。本文將進一步探討各項評量策略之背後原理或理論依據，以及如何實際操作。這項研究的目的是提出實際可行的評量策略，來構築一個能更好地促進學生學習的評量系統，以取代當今仍以標準化測驗為重的評量機制。最後，希望這些討論能夠引領評量新常態的建置，並逐步實現教育去測驗化和去成績化的理想。

並列關鍵字

形成性評量；通過—不通過二進制評分系統；描述性回饋；評量新常態；數位學習資源

參考文獻

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Kuo, B.-C. (2022). Past, present and future of digital learning in primary and secondary schools in Taiwan. Research of Educational Communications and Technology, 128, 1-6. doi:10.6137/RECT.202204_(128).0001

Brilleslyper, M., Ghrist, M., Holcomb, T., Schaubroeck, B., Warner, B., & Williams, S. (2012). What’s the point? The benefits of grading without points. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22, 411-427. doi:10.1080/10511970.2011.571346

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