主題式評量研究與實踐之蘊義

Abstract

以評量領導改革能促進教學的高標準、有效的學習與更可信的績效形式，因此除了傳統紙筆測驗之外，科學教育逐漸重視另類評量如檔案夾與表現評量的發展，試圖提升學生高階思考技能、學習動機與態度，促進對學生所處脈絡之理解，以避免傳統評量過度地分化學生所造成的傷害。另外結合多面向的評量結果來評估學生整體學習成就與特性也不容忽視，故本研究提出以紙筆測驗為形式，伴隨開放式樣貌，採用圍繞特定課題的題材，配合背後的教化式結構而成的主題式問卷與評量，從中辨明教師與學生在評量體制下的轉變空間。 採質性詮釋統整量化評價的研究方式，分為兩個階段，第一階段以問卷探查學生如何解決挑戰既有信念的現象，以多項觀點-概念狀態、形模化能力、智識發展以及統計卡方考驗相輔相成來勾勒中學生在高階思考上的圖像。在第二階段，擴展先前階段所使用的學科題材構設成主題式實驗，並額外設計一個具事實知識特點且貼近日常生活的常規實驗以資對照，中學生所填寫的兩份實驗之評量工具以統計方法如相關係數、T考驗來分析，並以改編自Perry(1970)基模的尺度進行考評。 文獻分析與研究結果的主要發現為：(1)主題式評量用於測驗或課務，影響學生在衝突或需複雜判斷的問題之表現。(2)主題式評量可區別高中生與國中生在推理架構、形模化層次、智識立場的差異，但兩者有類似的概念狀態。(3)中學生面臨兩難情境時的選擇皆傾向持保留態度，即使進行判斷，往往以多數比例法則作為思考基礎。(4)資優生除了一般所熟知的，有較好學習動機和成就之外，也較能跳脫教材的表面內容，將認識焦點擴大到與內容相關的事物上或者察覺概念的限制。(5)主題式評量比起常規評量較能凸顯班級差異。(6)實作活動對學生整體學習的參加度和玩興稟向的增長有顯著效果，並且提供學生從關注生活經驗到使用化學理論研究物質組成的橋樑，尤其是引起學習動機及使學習表現達中間層次。(7)教導解決疑難問題策略，最好的方式是提供學生增加面對開放式問題的機會，並給他們必備的支持與鼓勵。(8)解決疑難問題需要批判、創意、推理思考，三者有重疊相依之處，卻也存在些微各自獨立抵觸之處。

Assessment-led reform can promote higher standards of teaching, more powerful learning, and more credible forms of public accountability. Besides the traditional pen and paper test, development of alternative assessment such as portfolio and performance assessment is gradually emphasized in science education as the attempt to foster higher order thinking skills, motivation and attitude to learning as well as the understandings of the context for students, while the endeavor to prevent the injury induced by over-differentiation from traditional assessment is designed. Moreover, the combination of the results of multi-dimensional evaluation for the whole learning achievement and feature is not allowed to neglect. Topic-based assessment corresponded to the coordinate underlying didactical structure around the subject matter of a specific theme is consequently proposed in the form of pen and paper test with the open-ended manner , and is aimed at identification of transformative space for teachers and students under the present assessment regime. The research based on qualitative interpretation integrated with quantitative evaluation data is distinguished into two stages：The first stage is the questionnaire survey employed to investigate how students solve the phenomena challenging existed beliefs. The profile about higher-order thinking for high school students is illustrated through both multiple perspectives including concept status, modeling ability, intellectual development and statistical chi-square test as complements each of the other. In the second stage, Topic-based experiment is devised from the subject matter used in the previous stage, and conventional experiment close to everyday life characterized by factual knowledge is additively designed by contrast. High school students selected to fill in the assessment tools of two experiments were analyzed with statistical methods such as correlation coefficient and T-test, and furthermore were appraised by the yardstick revised from Perry (1970) schema.