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題名 | 美國田納西加值評量系統及其對我國教師專業發展評鑑之啟示=Tennessee Value-Added Assessment System: Implication for Teacher Professional Development Evaluation in Taiwan |
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作者 | 林素卿; Lin, Su-ching; |
期刊 | 教育資料集刊 |
出版日期 | 20090300 |
卷期 | 41 2009.03[民98.03] |
頁次 | 頁123-140 |
分類號 | 522.2 |
語文 | chi |
關鍵詞 | 田納西加值評量系統; 教師效能; 教師專業發展評鑑; Tennessee value-added assessment system; Teacher effectiveness; Teacher professional development evaluation; |
中文摘要 | 本文探討美國田納西加值評量系統及其對我國教師專業發展評鑑之啟示。 透過文獻分析探討此系統之源起、內容、實施、優缺點、應用。研究發現此系 統最大的特色是將學生學業成長分為學生及班級(學校)兩部分的歸因,其優 點是能順應學生的個別差異,將評量焦點置於學生的進步而非固定標準的成績 表現,能作為教學效能的診斷工具,提供教師改進教學及專業發展計畫之依據, 使學生的學習成長、教師的教學效能與專業發展間產生更緊密的聯結。據此, 本文提出以下建議作為我國推展教師專業發展評鑑之參考:一、以「學生學習 成長」作為教師專業發展評鑑的核心概念;二、結合「台灣學生學習成就評量 資料庫」的建置,讓學生學習成長、教師教學效能、與教師專業發展間產生聯 結;三、將「田納西加值評量系統」評量結果納入教師專業發展評鑑與分享中。 |
英文摘要 | The main purpose of this study is to investigate the Tennessee Value-Added Assessment System (TVAAS) and to suggest its implication for Teacher Professional Development Evaluation in Taiwan. By reviewing the history, contents, implementations, disadvantages and advantages, and applications TVAAS, we find the distinguishing feature of TVAAS in its ability to separate the annual growth into two parts: that which can be attributed to the student and that which can be attributed to the classroom, school, or district. The advantage of this system is its focus on improvement and not on achievement based on fixed standards and individual differences. Students are expected to grow and improve but not necessarily at the same rate or reaching the same goal. This system also enables administrators and teachers to inform their instructional decision-making using rich data about student learning process. As a result, value-added assessment strengthens teacher's ability to improve student achievement. It helps teachers' professional development. The suggestions for teacher professional development evaluation in Taiwan are also included. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。