綜合活動學習領域輔導活動課程評量設計之行動研究

Abstract

 本研究旨在探討國民中學綜合活動輔導活動課程依據學生學習成就評量標準所設計評量活動的發展流程，並分析實施之後發現的困難與解決策略。 本研究所指的「綜合活動輔導活動課程」及「輔導活動課程評量設計」分述如後。前者係指九年一貫課程七大學習領域中綜合活動學習領域國中階段的輔導活動課程。後者係指研究者依據教育部推動教學實驗試行版的國民中學學生學習成就評量標準所設計的自編教案之教學評量。  本研究之結果如下，國民中學綜合活動學習領域輔導活動課程依據學生學習成就評量標準所設計的評量活動發展流程可分為以下七項步驟：（一）確立教學目標、（二）擬定教學單元、（三）選取評量標準、（四）設定單元評分規準、（五）設計評量活動、（六）同儕教師審題及（七）實施評量活動。  在研究進行中，研究者遭遇以下九種困難：（一）教學內容無法依原教學計畫訂定時間執行、（二）校本課程排課因素導致學生無法有相同學習起始點、（三）部定評量標準要轉換為教學現場中的單元評分規準有一定的困難度、（四）學習單的問題設計不夠明確、（五）評量題目的文字敘述過於簡單、（六）行政職務影響教學正常進行、（七）檔案評量是否應納入單元評分規準、（八）單獨設計單元評分規準易流於閉門造車及（九）無同儕教師協助審題。  研究結束後，研究者提出以下九種解決之道：（一）行事曆及課表底定後再次增修課程、（二）輔導活動課不列入兩節連排課程、（三）練習轉化部定評量標準為教學現場中的單元評分規準、（四）重新調整學習單的問題、（五）學習單題目設計以建構引導思考文句為主、（六）調整職務或列入研究建議、（七）檔案評量納入學期評分要項或另列行政嘉獎措施、（八）單元評分規準建議由團隊構思產生及（九）書面評量活動宜納入審題制度。This thesis intended to analyze the assessment activities which were designed based on students’ learning achieve assessment criteria in the guidance activity curriculum integrated activity learning area of junior high curriculum in Taiwan. This thesis also attempted to discuss the implementation of the curriculum and to provide potential strategies for certain problems as practice. This thesis focused on two major concepts. The first one“the guidance activity curriculum in junior high school integrated activity learning area” referred to junior high school curriculum integrated activity learning area in the seven learning areas of national curriculum. The other one, designed by the author, referred to the teaching assessments based on the junior high school students’ learning achieve assessment criteria at the experimental stage developed by the Ministry of Education. Results of this research were as follows. “The guidance activity curriculum in junior high school integrated activity learning area” based on “the junior high school students’ learning achieve assessment criteria of integrated activity learning area” could be divided into the following steps: establishing teaching goal, building teaching unit, choosing assessment criteria, designing unit scoring criteria, examining the questions with peer colleagues, and implementing assessment. Researcher had met 9 difficulties as rows during the research. 1. Teaching context failed to meet the original teaching schedule. 2. Students couldn’t have the same learning start for the school-based curriculum. 3. There were some translation difficulties between “criteria by the Ministry of Education” and “unit scoring criteria in teaching assessment.” 4. The question design of worksheet was not clear and definite. 5. The descriptions of the assessment questions were too simple. 6. Administrative position had influenced the teaching implementation. 7. Should the profile assessment be put into the unit scoring criteria? 8. Designing the unit scoring criteria by oneself had limits. 9. No peer-colleagues helped examine the assessment questions. There were 9 solving ways as below after the research was completed. 1. Teaching context should be double revised after the announcement of school-schedule and class-time table. 2. The guidance activity curriculum in junior high school integrated activity learning area shouldn’t be arranged in serial classeswithin a week. 3. Make exercises of the translation between “criteria by the Ministry of Education” and “unit scoring criteria in teaching assessment.” 4. Readjust the questions of worksheets. 5. Guide-thinking questions would be better. 6. Personnel relocation or research suggestion included. 7. Profile assessment put in semester assessment item or administrative Award. 8. Designing the unit scoring criteria by team work. 9. Examination should be part of the assessment procedures.