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

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。

關鍵字

Rubrics評分規準；多元評量；科學教育；核心素養；學習進程

並列摘要

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.

並列關鍵字

Rubrics Assessment Scale ； Multiple Assessment ； Science Education ； Core Literacy ； Learning Progression

參考文獻

林怡呈、吳毓瑩(2008)。多元評量的活化、迷思、與神話—教學歷程的個案研究。課程與教學，11(1)，147-172。doi:10.6384/CIQ.200801.0147 [Lin, Y.-C., & Wu, Y.-Y. (2008). Activation, misconception, and myth of classroom assess-ment—A case study. Curriculum & Instruction Quarterly, 11(1), 147-172. doi:10.6384/CIQ.200801.0147]

靳知勤(2007)。科學教育應如何提升學生的科學素養—臺灣學術精英的看法。科學教育學刊，15(6)，627-646。doi:10.6173/CJSE.2007.1506.02 [Chin, C.-C. (2007). A reflection on the science education of Taiwan—The voice from the elites in Taiwan. Chinese Journal of Science Education, 15(6), 627-646. doi:10.6173/CJSE.2007.1506.02]

林曉雯、陳佩君(2005)。科學教學評量的反思與實踐：教師行動研究。科學教育學刊，13(1)，1-27。doi:10.6173/CJSE.2005.1301.01 [Lin, S.-W., & Chen, P.-C. (2005). Reflective practices on science assessment: A teacher’s action research. Chinese Journal of Science Education, 13(1), 1-27. doi:10.6173/CJSE.2005.1301.01]

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21. doi:10.1177/003172170408600105

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102

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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

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