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題名 | 國小寫作檔案評量應用之探討=The Application Study Writing Portfolios Assessment |
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作者 | 鄒慧英; | 書刊名 | 初等教育學報 |
卷期 | 13 2000.06[民89.06] |
頁次 | 頁141-181 |
分類號 | 523.33818 |
關鍵詞 | 檔案評量; 寫作檔案; 教學評量; 實作評量; Writing protfolio; Portfolio assessment; Direct writing assessment; Performance assessment; Educational assessment; |
語文 | 中文(Chinese) |
中文摘要 | 本研究以國小語文科的寫作能力為研究標的,以不同於傳統評量方式的檔案評量進行教學與評量。整個研究計畫的基礎在於,一個設計良好的評量工具將會提高教師的教學效果,也會提昇學生的學習成效與學習興趣,更重要的是希望藉由檔案的評量方式,使教學與評量相結合,教學不再是將學生訓練成應試的機器,而是反因評量方式的改變帶動教學內容的多元化與多樣化。 在評量的方式上,本研究採用寫作檔案與直接寫作二種方式評估學生的寫作能力。檔案部份,由於寫作的品質可以因不同文體和脈絡情境而有所差異,故為了確保評量的精確性,檔案內的作品類型包含了記敘文、訪談紀錄、甚至是新詩仿作等。直接寫作部份,學生需依據研究小組所提供的寫作提示,於閱讀完後自行擬定一個題目,並於規定的時間內完成寫作。 在評分的系統上,本研究除沿用傳統的整體式評分外,作者與國小教師共同研擬出一套分析式評分系統,內容主要分為文法修辭、組織架構、內容豐富與正確性、及文章風格等四個評分向度,每個評分向度依據表現的好壞分為四個等級,最高得分為3分,最低得分為0分。依據分析結果顯示,二種評分系統的結果相關性很高,但分析式評分可進一步建立學生的寫作剖面圖,並據以剖析、診斷學童寫作能力的優缺點,這是傳統評分系統所無法提供的功能。同時藉由本研究的發現,分析式評分系統是可以有效運用在國小寫作教學,並協助教師提昇寫作教學的品質,改善學童寫作的表現能力。 |
英文摘要 | The purpose of this study is to develop a writing portfolio and a direct writing assessment to assess elementary students' writing ability. The assumption of this study is that a well-designed assessment would improve the quality of instruction, facilitate students' learning outcomes, and increase students' motivation. The most important is to integrate instruction and assessment through the use of portfolios. Therefore, students are not trained as responding machines to tests. The changes of assessment enrich teaching content and lead to various activities. The quality of writing is affected by different modes and various contexts. In order to ensure the accuracy of assessment, the works in portfolio include many kinds of mode, like narrative, interview record, new poem practice. Under the constraint of time, the direct writing assessment only has one prompt. After reading of the prompt, students has to decide a topic by himself/herself and write an essay during a limited period. At last, to evaluate students' portfolios and direct writings, this study developed analytic scoring rubrics that were divided into four dimensions. For each dimension, according to students' performance, the highest score is 3 and the lowest score is 0. Derived from the results of this study, the analytic scoring rubrics not only provide the information of holistic scoring, but also help to build students' writing profiles. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。