運用表現等級描述在高中歌唱學習評量之行動研究

dc.contributor吳舜文zh_TW
dc.contributor.author張瑋倩zh_TW
dc.contributor.authorChang, Wei-Chienen_US
dc.date.accessioned2019-09-06T00:49:21Z
dc.date.available2018-01-23
dc.date.available2019-09-06T00:49:21Z
dc.date.issued2017
dc.description.abstract摘要 本研究利用行動研究方法將表現等級描述運用在高中生歌唱學習評量,探討表現等級描述在高中生歌唱學習評量與實施,以及評分規準於高中生歌唱學習評量之教師省思。研究者採行動研究的方式,以筆者任教之某高中二年級一個班級的學生共39人為研究對象,透過兩首曲子Yesterday與知足進行兩循環的教學、評量、回饋,之後再彙整資料與分析。從研究中有以下結論: 一、 透過撰寫與實施表現等級描述於高中生歌唱學習評量之評分規準有助於師生瞭解學生的歌唱能力:由研究結果數據可知教師透過撰寫與循環實施表現等級於歌唱學習評量,有助於瞭解學生的歌唱能力,另外學生也可以了解自身的歌唱能力。 二、 教師使用評分規準於高中生歌唱學習評量之教學省思: (一)經由兩次循環的實施過程,可以讓教師能掌握學生學習狀況,並且透過兩次循環的評分過程與結果,教師能夠分析學生現階段能力,而回饋問卷能夠看見學生對於評量之看法。 (二)現階段實施表現等級描述於高中歌唱學習評量之阻礙:教師評量知能不足會導致評量無效;過多的評分細項會降低評分效率;個人化評語會增加教師評量時間。 最後根據研究結論,分別對音樂教育工作者與未來研究提出一些建議。 關鍵字:表現等級描述、高中歌唱學習評量、評分規準zh_TW
dc.description.abstractAbstract In this study Action Research (AR) method is adopted to invested the using of performance level description (PLD) on the singing learning assessment of the senior high school students. Participants are thirty-nine 11th grade students who registered in researcher’s class. This action research use two songs “Yesterday” and “Jhih-Zu”, includes two action cycles, each cycle deal with progress in the order of teaching, assessment, feedback questionnaire, after that execute data collection and analysis. The results can be concluded as follow: 1. Planning and implementation PLD on the singing learning assessment of the senior high school students help teacher to understanding students’ singing ability: through the data of research result, teachers can understanding what singing ability the students have, it also on students themselves. 2. Reflection of teacher use the scoring rubric on the singing learning assessment of the senior high school students: (1) Teacher grasps students’ learning situation via two action cycles, and after the assessment, teacher can analysis students’ ability at this stage, the feedback questionnaire display students' views on assessment. (2) The obstruction of teachers implement PLD on the singing learning assessment of the senior high school students at the present stage: teachers’ insufficient knowledge of assessment cause invalid rating; too much rating item will reduce scoring efficiency; personal reviews will increase teachers’ time for assessment. Based on the research process and findings, the author proposed related suggestions for the Music education field teachers. Keyword: performance level description, singing learning assessment of the senior high school students, scoring rubric.en_US
dc.description.sponsorship音樂學系zh_TW
dc.identifierG0001903119
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0001903119%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/108070
dc.language中文
dc.subject表現等級描述zh_TW
dc.subject高中歌唱學習評量zh_TW
dc.subject評分規準zh_TW
dc.subjectperformance level descriptionen_US
dc.subjectsinging learning assessment of the senior high school studentsen_US
dc.subjectscoring rubricen_US
dc.title運用表現等級描述在高中歌唱學習評量之行動研究zh_TW
dc.titleAn Action Research of Using Performance Level Description on the Singing Learning Assessment of the Senior High School Studentsen_US

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