Title

從澳門某所中學的科學教育實踐案例探討學校多元評量實施的過程

Translated Titles

Through a Case Study of Science Education of a Macao School Examining Processes of Implementation of Multiple Assessment

DOI

10.6173/CJSE.202012/SP_28.0003

Authors

麥瑞琪(Soi-Kei Mak);張國祥(Kwok-Cheung Cheung);楊文佳(Man-Kai Ieong);薛寶嫦(Pou-Seong Sit)

Key Words

Rubrics評分規準 ; 多元評量 ; 科學教育 ; 核心素養 ; 學習進程 ; Rubrics Assessment Scale ; Multiple Assessment ; Science Education ; Core Literacy ; Learning Progression

PublicationName

科學教育學刊

Volume or Term/Year and Month of Publication

28卷S期(2020 / 12 / 01)

Page #

457 - 482

Content Language

繁體中文

Chinese Abstract

本研究旨在以澳門一所進行校本科學課程開發且以素養教育為導向的中學為研究案例,探討素養導向之科學教育多元評量的關鍵特徵,以及在現有的評量基礎上如何基於評分規準(rubrics)的評量設計,來驗證學習指標與學生基本能力的評量方法和具體步驟,使能客觀地評價學生之學習進程是否達到課程標準所訂定之學力水平,從而為改進學校教學、完善教育政策提供依據,並豐實學校多元評量的內涵。同時,通過研究案例學校實施多元評量的過程,本文分析歸納出教師實施多元評量時須兼備「量」和「質」的特點,即評量要能重視對師生雙方的回饋、具有前瞻性、可為學生學習架設鷹架,這樣才能促進學生更好地往下一學習階段發展,終極目的是邁向學習成功。

English Abstract

Based on a case study conducted in a secondary school in Macao that practices literacy-based school education and promotes school-based science curriculum development, this study sought to investigate the essential characteristics of multiple assessment in literacy-oriented science education. Based on the current foundation of assessment, the methods and procedures of how rubrics assessment scales can be designed and utilized to verify learning objectives and students' basic competencies in science were the focus of examination in this study. These methods and procedures are able to evaluate objectively whether a student's learning progression can achieve the academic standards as laid down in the curriculum standards, resulting in enrichment of multiple assessment in school and providing evidence for informed policy making regarding school improvement and instructional effectiveness. This case study renders readers opportunities to understand the processes pertaining to the implementation of multiple assessment. Additionally, analysis of these processes allows investigators to understand that multiple assessment possess dual characteristics of "quantity" and "quality." Suggestions forwarded in this study are that investigators using multiple assessment should pay attention to the reciprocal feedback between students and their teachers, and be forward-looking and provide scaffolding support for students to learn better. The ultimate aim of multiple assessment is to guide students to progress to the next stage of learning or development, and migrate closer to success in learning.

Topic Category 社會科學 > 教育學