台北市國小視覺藝術教師教學評量現況之研究

Abstract

摘 要

本研究以台北市國小未兼任行政職務及級任導師之中高年級視覺藝術科任教師為研究對象，以探討台北市國小視覺藝術教師實施教學評量之現況，並了解教師實施評量時所遇到的困難有哪些。採用問卷調查與訪談法，用以了解教師採用各種視覺藝術教學評量方式之現況，及教師認為遇到的困難有哪些，以兼顧量化的普遍現象及質性的教師意見。本研究之研究工具為教學評量現況調查問卷及教師訪談大綱，教學評量現況調查問卷包含基本資料、實施評量現況、遇到的困難三部份；訪談大綱則針對教師認為執行教學評量遇到的困難而設計。

本研究結果發現：台北市國小視覺藝術教師學歷及視覺藝術相關科系畢業者比例均偏高，足見教師具一定程度之專業水準。而教師使用視覺藝術教學評量之現況可依「使用頻率」與「使用人數」分成三型：「頻率--人數反比型」、「頻率--人數正比型」、「頻率--人數不規則型」三種。「頻率--人數反比型」指使用人數與頻率成反比者，包括紙筆測驗、書面報告、學習單評量、學生自我評量、檔案評量、同儕互評六種；「頻率--人數正比型」指使用人數與頻率成正比者，包括實作評量、教師平時記錄、作品展示，此三種也是使用人數最多、次多與第三多者。「頻率--人數不規則型」指使用人數與頻率折線成不規則之狀態，僅口語評量屬之。此外，教師呈現教學評量之方式亦多元。但教師遇到的困難廣而多，不外乎教育行政、學校行政、班級經營、學生表現及影響因素等層面。但研究對象的背景因素卻與教師是否使用十種教學評量方式無關。Abstract

This study aims to understand what is the state of play that Taipei elementary school art teachers applying art assessments and what questions they meet. In order to understand it more precision, this study focus on all the elementary school art teachers in Taipei banishing from who hold a concurrent post of school administrant or being a class guide. Both of the questionary and the interview are used in this research to understand the state of play in real situation and what is the question they confront, so that it can look after both the quantitative and quality side information. The tools are “Questionary of the state of play that teachers apply in real situation” and “skeleton of interview”, ” Questionary of the state of play that teachers apply in real situation” include three dimension: basic information, the state of play, and the meeting questions, and the “skeleton of interview” designed for probing into the area that teachers consider difficultly. The results showed that both the degree of education and the proportion in the whole number teachers who graduated from art associated department or graduate school are high and more, so that their professional are in high level. And the state of play that teachers apply could divided into three types: “frequency- user number in direct proportion type”, “frequency- user number in inverse proportion type”, and “frequency- user number in checkered type”. The “frequency- user number in direct proportion type ” means that the frequency and the number of users are in direct proportion type, including the pen-paper test, the paper report, the learning paper assessment, the student self-evaluation, the portfolio assessment, and the peer assessment six types. The “frequency- user number in inverse proportion type” means that the frequency and the number of users are in inverse proportion type, including the performance assessment, the teacher observed records or charts, and the performance display three types, they are also the most, the second, and the third ways teachers choose to use than the other seven ways. The “frequency- user number in checkered type” means that the frequency and the number of users are in checkered type, only oral test belongs to it. Besides, the results of students after art class teachers present is very multiple and variety. But the questions teachers meet are more and deep, they are always locates under the area of education administration, school administration, class management, students behavior, and influence elements. However, the background of the teachers have no relationship with teachers using these ten assessment ways or not.