查詢結果分析
相關文獻
- 論國中自學案班級常模五分制之公平性
- EPSS與WPSS在教育應用上的研究與發展--兼論教師工作績效支援系統之設計與開發
- 以「常態編班」之名達「教育機會均等」之實--是理想亦或迷思
- 能力分班與常態編班:美國經驗的啟示
- 當前我國國中教育問題及其改進之道
- Effects of Particle Polydispersity on Diffusion Controlled Rate Constants of Spherical Dispersions
- 由政策執行的觀點論影響國民中學常態編班執行成效的因素及其因應策略
- 「常態編班」之後﹖--以德國「綜合中學」為例探討常態編班下可行的教學組織型態
- 切削刀具之可靠度分析
- 國中教育的兩大問題
頁籤選單縮合
題名 | 論國中自學案班級常模五分制之公平性 |
---|---|
作者姓名(中文) | 林妙香; | 書刊名 | 國家科學委員會研究彙刊. 人文及社會科學 |
卷期 | 4:2 1994.07[民83.07] |
頁次 | 頁246-263 |
分類號 | 523.57111 |
關鍵詞 | 國中教育; 班級常模; 入學政策; 常態分佈; 常態編班; 教學績效; 五育均衡; |
語文 | 中文(Chinese) |
中文摘要 | 本研究以北、高二市79及80學年度參與自願就學方案試驗學校班級學生為樣本, 依據樣本學生之各類學科成績為資料來源,探討班級常模五分制之不公平性,學理及技術層 面缺失及其教育負面效應。 本研究發現:( 1 )班際間之三大類學科成績分佈不可視為來 自相同的常態分佈; ( 2 )班級常模五分制忽略班際及校際師生素質之差異,致使不但不 能適切地區分同等第學生能力,而且甚至模糊不同等第學生能力; ( 3 )班級常模五分制 忽略學生於三大類學科成績呈現不同的性向發展及不能彰顯教師教學績效的重要性。 班級常模五分制之學理及技術層面缺失衍生分發上產生極大落差。 就錄取率為 25 %或 30 %時,本研究發現最高錯誤分發率估計值分別為 71 %及 75 %,而落差人數估計值分別為 4219 及 4543。這些數值就教育分流理念而言,意涵流失培養學術人才機會。錄取率 25 % 或 30 %為高中、五專及高職分流界點,就實質培養學術人才而言,落差比率及人數之流失 應為二倍,因為應分流入高中就讀之學生反而被刻意地分流入專科或高職就讀,而適合就讀 專科或高職之學生反而被刻意地分發至高中就讀。 本研究顯示班級常模五分制公平範圍只限於免試升學及成績考查。班級常模五分制所衍生的 教育負面影響計有:( 1 )損害中上素質學生權益;( 2 )忽略教師素質差異,教學績效 重要性,及家長學生努力的代價;( 3 )分發上產生落差,流失培養人才的機會。 本研究提出下列兩點修正方案以減低班級常模五分制所衍生的教育負面效應。 修正方案 A 為:加計統一會考(或聯考)成績且比例為 70 %。 修正方案 B 為:若校際師生素質趨平 衡以學校為常模。無論班級或學校常模二者皆屬篩選評鑑辦法。提昇教育品質諸如適性啟發 教學,培養創造獨立思考能力等,則有待教育過程之改進。本研究亦指出以常態編班扣緊成 績常態分佈之教育學理缺失。 |
英文摘要 | The R.O.C. Ministry of Education has stipulated a reform by which the placement of junior high school graduates into high schools is based entirely on what is called a "relative five-rank scoring system under a class norm." The central idea behind this scoring procedure is that a student's raw-score performance for a specific subject can be transformed--relative to his classmates' performances--into five ranks based on pre-determined proportions established from a normal distribution. Consequently, the equity of this scoring procedure is contingent upon whether or not distributions of class performances on individual subjects are from the same normal distribution. This study discusses the lack of fairness of this scoring procedure by showing that the condition of same-level performance among different classes is difficult (if not impossible) to achieve. For example, 3,807 distributions of class performances on school subjects were observed as varying in both shape and in the first four moments. In addition, the basic assumption of this reform reflects an absurd assertion that performance progress among classes can be maintained at the same level over a three-year period. The negative impacts of this scoring procedure include: (1) the misplacing of students into unsuitable academic tracks (thus ignoring individual academic interests), and (2) neglecting the importance of teacher accountability on student achievement. The author suggests two corrected scoring procedures for reducing these adverse impacts. In addition, the author questions the extent to which a change in scoring procedure will achieve an increase in educational quality for junior high school students. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。