國小綜合活動領域評量活動發展之行動研究-以四年級自編單元為例 n Action Research on Develop Assessment Activities for Integrative Activities in the Elementary School - A Case of the Self-Designed Curriculum for Fourth Graders

Date
2014
Authors
李淑婷
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Abstract
本研究旨在透過行動研究探討國小四年級綜合活動領域單元課程依據課綱能力指標轉化為學生學習成就評量標準之內容與發展流程,並了解評量活動內容與方式、分析評量活動實施情形、實施困境及其因應策略。 本研究研究結果如下: 一、國小四年級綜合活動領域學生成就評量標準之發展流程可分為: (一)規劃教學單元計畫。 (二)解讀能力指標。 (三)將能力指標轉化為學生學習表現標準。 (四)依據表現標準修正教學目標、教學內容。 (五)依據表現標準轉化為單元評分規準。 (六)依據單元評分規準設計評量方式與評量活動。 (七)同儕教師討論與審核。 (八)實施評量活動。 (九)依據單元評分規準區分學生學習表現,分析評量結果,提出評量示例。 (十)修正評量方式與評量活動內容。 二、分析國小四年級綜合活動領域評量活動的實施內容與實施方式,得知依據學生學習成就評量標準發展流程規劃單元評分規準、學習評量內容,並依此分析學生A-E五等級表現,此一評量方式確實可行。 三、評量活動實施遭遇時間、表現標準解讀、等級分析耗時、遊戲評量、成績單系統、學生答題意外等六項困境。提出增加專業對話,評量資料留存、提供範本,教師評量專業知能再精進、多元評量結果整合、保留彈性評量空間、補救方式等因應策略。 依據研究結論,分別針對教學場域及後續研究提出相關建議,做為未來研究之參考。
The purpose of this study is to explore the contents and the development process of competence indicators transfering to standard assessment in integrative activities in the fourth grades. This study also attempts to understand the content and methods of assessment activities, analysis of the implementation, and implementing dilemmas and coping strategies. The conclusions were listed as follow: 1.The development process of standard assessment of student achievement assessment in integrative activities in the fourth grades could be divided into the following steps: (1) Planning teaching unit plan. (2) Interpret competence indicators. (3) Transfer the competence indicators to performance standard. (4) Correct teaching goal and teaching content. (5) Transfer performance standard to unit assessment criteria. (6) Design the assessment method and activities based on unit assessment criteria. (7) Examine the questions with peer colleagues. (8) Implement assessment. (9) Distinguish students’ learning performance based on unit assessment criteria, analized results, and provide assessment examples. (10) Revise the content and methods of assessment activities. 2. Analyze the implementation of the assessment activities, received positive result: teachers can plan unit assessment criteria and learning assessment content based on the development process of standard assessment of student achievement assessment, and analyze performance from A to E rank. 3. Implementing assessment have met the difficulties, such as the lack of time, the interpretation of performance standard, analyzing performance from A to E rank is time-consuming, game-based assessment, achievement system, student’s answers was unforeseen. The researcher provides some suggestions: increase professional discussion, retained assessment data, provide for assessment examples, enhance teacher assessment professional competence, integrate results with multiple assessment, maintain the flexibility in assessment and remedial method. According to the research results, the researcher advised some suggestions for education field and for further studies.
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Keywords
綜合活動領域, 能力指標, 評量標準, 單元評分規準, Integrative activities, Competence indicators, Standard assessment, Unit assessment criteria
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