數位教學卷宗在教師專業評鑑的應用
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2006
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國外教師評鑑制度已經實施多年，國內有許多學者也正在加緊腳步進行相關研究，雖然如此，目前大多數的研究並未找出具體作法。
本研究的目的是：建立一個可用於中小學教師評鑑的數位化教學卷宗系統。本研究參考美國全國教學專業標準委員會（NBPTS）的部分作法，以及國內相關學者的研究，設計一套「評鑑型數位教學卷宗平台」。此平台的特色為：一、具備清楚的卷宗評鑑項目；二、具備明確的評分標準；三、具備容易使用的介面。本研究實驗對象包含三名本國語文領域教師、四位綜合領域教師、三名數學教師以及兩位語文領域專家。研究員以教師及專家使用情形為根據進行實徵研究。教師依據「整合教學與學習向度的教學卷宗項目」建立數位教學卷宗。完成後請兩位語文領域專家依據「整合教學與學習向度的教學卷宗評分標準」評分，最後分別對十位教師、兩位專家進行訪談，瞭解使用狀況以及修改的建議。
研究發現：一、教學卷宗項目能夠涵蓋教師教學專業能力。二、教師對建立數位教學卷宗的編輯頁面操作表示容易。三、學科專家對評分標準大致表示滿意，但仍有部分需再修訂。四、學科專家對教學卷宗評分者介面操作表示滿意。五、數位教學卷宗能夠有效的評定出教師的教學能力。六、需要長時間蒐集相關資料，但有助於教師自我瞭解及修正教學。七、拍攝教學影片需有明確規範。八、需提供進一步的編寫導引。
The teacher evaluation has already been implemented for many years abroad, and a lot of domestic scholars are catching up on the research about the subject as well. Nevertheless, most of them did not point out the concrete methods in their studies. The purpose of this research is: setting up a digital teaching portfolio system that can make the teacher evaluation in elhi schools. This research consults some methods of the National Board for Professional Teaching Standards (NBPTS) and the relative studies of some domestic scholars, and design a “appraisingly digital teaching portfolio system. The followings are the characteristics of this system. First, it contains clear appraising portfolio items. Second, it possesses exact criteria. Third, it provides an user-friendly interface. The participants of this research contained three domestic teachers in the field of linguistics, four in comprehensive fields, three mathematics teachers, and two experts in linguistic field. The researcher did the empirical study on the basis of the teachers’ and experts’ using condition. The teachers set up digital teaching portfolio according to the system items which integrated the aspects of teaching and learning. After completing the study, two experts in linguistic field were invited to evaluate the portfolio system according to the scales which integrated the aspects of teaching and learning. Finally, the researcher interviewed the teachers and experts separately to acquaint the using condition and gain suggestions about modifications. The followings are the results and discovery of the research: first, the items of the portfolio system comprise teachers’ professional capability. Second, teachers consider it easy to set up the editorial page of the digital teaching portfolio. Third, the experts are generally satisfied with the scales of evaluation. However, they also point out that the scales need to be revised partly. Fourth, the experts are satisfied with the operation of the evaluator interface. Fifth, the digital teaching portfolio can evaluate teachers’ teaching capability effectively. Sixth, it takes much time to collect relative material. Even so, it does help teachers achieve self-understanding and modify teaching methods. Seventh, it needs clear directions while shooting teaching films. Eighth, further instructions and guides are needed while setting up the portfolio.
The teacher evaluation has already been implemented for many years abroad, and a lot of domestic scholars are catching up on the research about the subject as well. Nevertheless, most of them did not point out the concrete methods in their studies. The purpose of this research is: setting up a digital teaching portfolio system that can make the teacher evaluation in elhi schools. This research consults some methods of the National Board for Professional Teaching Standards (NBPTS) and the relative studies of some domestic scholars, and design a “appraisingly digital teaching portfolio system. The followings are the characteristics of this system. First, it contains clear appraising portfolio items. Second, it possesses exact criteria. Third, it provides an user-friendly interface. The participants of this research contained three domestic teachers in the field of linguistics, four in comprehensive fields, three mathematics teachers, and two experts in linguistic field. The researcher did the empirical study on the basis of the teachers’ and experts’ using condition. The teachers set up digital teaching portfolio according to the system items which integrated the aspects of teaching and learning. After completing the study, two experts in linguistic field were invited to evaluate the portfolio system according to the scales which integrated the aspects of teaching and learning. Finally, the researcher interviewed the teachers and experts separately to acquaint the using condition and gain suggestions about modifications. The followings are the results and discovery of the research: first, the items of the portfolio system comprise teachers’ professional capability. Second, teachers consider it easy to set up the editorial page of the digital teaching portfolio. Third, the experts are generally satisfied with the scales of evaluation. However, they also point out that the scales need to be revised partly. Fourth, the experts are satisfied with the operation of the evaluator interface. Fifth, the digital teaching portfolio can evaluate teachers’ teaching capability effectively. Sixth, it takes much time to collect relative material. Even so, it does help teachers achieve self-understanding and modify teaching methods. Seventh, it needs clear directions while shooting teaching films. Eighth, further instructions and guides are needed while setting up the portfolio.
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數位教學卷宗, 教師專業發展, NBPTS, 教師評鑑, Digital Teaching Portfolio, Teaching Portfolio, Profession Teaching Development, Teacher Evaluation