多元評量對國小五年級數學學習成效之行動研究

The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class

林佳蓉(CHIA-JUNG LIN)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/CYCU.2007.00030

摘要

摘　要

本研究以多元評量應用於國小五年級數學領域之教學，透過行動研究的方式，蒐集研究過程中所使用的多元評量表、多元評量看法回饋問卷單以及晤談、教學日誌、省思札記等資料，探究本研究對於國小五年級學童在數學學習成就、態度方面之成效，以及教師專業知能成長之增進。

本研究彙整研究結果有以下發現：

一、數學領域實施多元評量教學活動，學生的紙筆測驗成績相較於全學年
平均成績略顯進步，然而在多元評量中的學習態度與精神、發表討論
和實作評量等項目獲得明顯的進步。
二、數學領域實施多元評量教學活動讓學生增加同儕互動的機會，並藉由小組互評的結果做反省，而且實作評量能降低考試焦慮，並提昇學生的應變方式及問題解決能力。
三、數學多元評量教學活動使學生的數學興趣經由小組討論和小組競賽有所增進，學生能學到與生活有關的知識，並嘗試以多元方式解題，更能提振低成就學生的學習態度與精神。
四、學生喜歡的多元評量方式依序為：實作評量、小組互評及錯誤習題的訂正，不喜歡的評量方式依序為：平時考、定期評量及數學習作的成績。
五、實施多元評量教學活動策略，可以有效增進教學者之專業知能，並對未來之教學工作有所裨益。

在未來教學上研究者建議：教學方式應以學生為中心，採用更多元的評量方式，教師應經常對教學歷程做反省，並多與同事及先進針對教學實務做溝通、經驗分享。至於未來的研究，研究方法可採取個案研究，並延長研究時間讓教育改革逐步落實、推廣。

關鍵字

行動研究 ； 數學領域 ； 多元評量

並列摘要

Abstract

The purpose of this study is to explore the effects of integrating multiple assessment into mathematical course in the fifth grade of the elementary school. The methodology of the study was based on action research. ‘Multiple assessment scale ’,‘multiple assessment feedback’, interview, teaching diary, and reflective journal were collected from both the students and teachers. From the data analysis, the effects was investigated in terms of the teacher’s professional growth, and the fifth graders’ learning achievement and attitudes.
The findings show as follows:
1. There was a little improvement in the average grade of whole semester, however, there was significant improvement of the students’ learning achievement, presentation and performance assesssment.
2. The students can learn and reflect from group’s assesment , which had increased peer’s interaction. Also, performance assessment can lower the anxiety from tests and increase students’ ways of reflection and solution.
3. The students’ interests of learning mathematics had facilitated by group discussion and competition. Students can learn practical knowledge from diary life and give it a try in multiple ways to problem solving, and improved the learning attitude of low-achievement studnts.
4. Students would prefer the order of the multiple assessment as follow: ‘performance assessment, group’s assessment and homework correction’, whereas they dislike ‘quiz, school periodical assessment and the grades of mathematics workbook’.
5. The teachers’ professional knowledge had advanced which was believed to benefit future teaching.
The suggestions of the study were that the teaching should be surrounded with the students, involved multiple assessment. The teacher should reflect from teaching and communicate with the colleaques and share experiences. As for future research, the way would be used in case study and prolong the time to make it into practice.

並列關鍵字

Action research ； Mathematics ； Multiple assessment

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