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頁籤選單縮合
題名 | 多元評量的活化、迷思、與神話--教學歷程的個案研究=Activation, Misconception, and Myth of Classroom Assessment--A Case Study |
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作者 | 林怡呈; 吳毓瑩; | 書刊名 | 課程與教學 |
卷期 | 11:1 2008.01[民97.01] |
頁次 | 頁147-172 |
分類號 | 521.32 |
關鍵詞 | 多元評量; 教室評量; 教學歷程; 個案研究; Multiple modes of assessment; Classroom assessment; Teaching process; Case study; |
語文 | 中文(Chinese) |
中文摘要 | 本研究採個案研究法,探討教師運用多元評量策略(包括意圖、方式、與實施)之整體圖像。研究者進入主角教師之教室現場共一學期100節課,輔以訪談、文件分析等策略,分析歸納出主角教師實施多元評量之三種圖像:1、活化:主角教師在語文課程中選用合宜的評量,有效運用訊息與資源,結合評量與教學,並將結果回饋於學生,且作為改善教學的依據。2、迷思:主角教師在數學課程中,由於學科教學知識不足,評量規劃較貧乏僵化,對於教學無所助益,有時且誤導學生學習。3、神話:主角教師在社會課程中,寓遊戲於教學中,熱鬧有趣,但實際上未達到學習目的,多元評量如同虛幻的「神話」。研究者後續提出四個議題與讀者分享討論。 |
英文摘要 | The purpose of this study was to investigate the facets of classroom assessment. Case study was adopted with classroom observations, interviews, and document analysis. Three facets were found: 1. activating learning: In language art classes, the teacher effectively made use of learning resources, chose suitable assessment technique, embedded assessment within teaching, and amended scoring rubrics in accordance with students' reactions; 2. misconception: In mathematics classes, the teacher, with a lack of pedagogical content knowledge, was limited to stereotypical assessment method, and even misguided students' learning; 3.myth: In social science classes, the teacher had unrealistic expectation of assessment, and fun did not bring up students' learning. Finally, the researchers raised discussions and reflections for future studies. |
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