中學體育教師在UbD專業學習社群中關於素養導向體育學習評量之探究
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2019
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本研究探究中學體育教師參與 UbD 專業學習社群前後，對於素養導向體育學習評量概念的轉變與規劃學習評量時所遭遇的困難，供未來素養導向體育學習評量工具發展之參酌。研究方法以質性研究，採立意取樣 5 位在職中學體育教師，組成UbD專業學習社群，由 1 位運動教育學專家主持。分別在社群參與前與參與後進行個別的半結構式訪談，並根據社群的UbD大單元概念架構圖以及教案等相關資料，以歸納的方式進行內容分析。研究結果發現：一、教師一般對學習評量所持概念：(一) 傳統體育學習評量的面向：1.學校共同制定評量方式。2.重視技能取向的評量。3.教師評量具有彈性。(二) 參與社群前對素養導向體育學習評量的概念：1.素養導向體育學習評量方式的態度。2.學習評量的公平性。3.教師抗拒評量改變。(三) 參與社群後對素養導向體育學習評量的概念：1.評量應具備連貫性與整體性。2.課程、教學與評量之間應相互校準。3.重視學生學習歷程。二、評量所遇之困難：(一) 如何評量概念。(二) 社群支持的持續性。(三) 教師教學經驗影響評量。(五)評量的公正性。(六) 評量信效度不佳。建議培育種子教師以拓展素養導向的概念，建置有系統性的整體性評量，藉由教師自主專業學習社群，提升素養導向體育學習評量之建立。
The 12-year curriculum is the latest curriculum framework in Taiwan. The core competencies and literacy concepts make outlines in the new health and physical education (HPE) curriculum. The alignment among PE curriculum, assessment and teaching is highly emphasized in order to develop students as problem-solvers in their real-life. Therefore, the assessment has become a crucialproblematic issue for Taiwanese PE teachers while facing the new HPE curriculum guideline. A professional learning community (PLC), including 2 University Teachers (PETE) and 4 school PE teachers, was built to explore the teaching and assessment practices while implementing the Ball Games instructional modules at primary school. The Data were collected during the 8 regular meetings, observation of teaching practices and teachers self-reflection journals. Results showed: (1) A quadrant framework (x=simple to complex; y=) was set to analyze the learning focus and major concepts duo to multi-activities program and skill-centered teaching approach; (2) Multiple assessment tools could be used while lessons progressing, however, it should be aligned with curriculum and teaching framework to make coherent justifications; (3) PLC members, at the beginning, focused on additional concepts of learning assessment; (4) PLC members understood better the meaning of complex leaning and holistic approach to realize assessment while facing the new HPE curriculum guideline. The implications were: (1) one understood better the difficulties of re-conceptualization of competencies-based education (the New PE curriculum framework) for PE teachers in Taiwan; (2) the assessment issue should be considered on PE teachers’ professional development in alignment with teachers’ curriculum concepts and teaching practices; (3) situational and holistic PE learning assessment tools had need to be developed.
The 12-year curriculum is the latest curriculum framework in Taiwan. The core competencies and literacy concepts make outlines in the new health and physical education (HPE) curriculum. The alignment among PE curriculum, assessment and teaching is highly emphasized in order to develop students as problem-solvers in their real-life. Therefore, the assessment has become a crucialproblematic issue for Taiwanese PE teachers while facing the new HPE curriculum guideline. A professional learning community (PLC), including 2 University Teachers (PETE) and 4 school PE teachers, was built to explore the teaching and assessment practices while implementing the Ball Games instructional modules at primary school. The Data were collected during the 8 regular meetings, observation of teaching practices and teachers self-reflection journals. Results showed: (1) A quadrant framework (x=simple to complex; y=) was set to analyze the learning focus and major concepts duo to multi-activities program and skill-centered teaching approach; (2) Multiple assessment tools could be used while lessons progressing, however, it should be aligned with curriculum and teaching framework to make coherent justifications; (3) PLC members, at the beginning, focused on additional concepts of learning assessment; (4) PLC members understood better the meaning of complex leaning and holistic approach to realize assessment while facing the new HPE curriculum guideline. The implications were: (1) one understood better the difficulties of re-conceptualization of competencies-based education (the New PE curriculum framework) for PE teachers in Taiwan; (2) the assessment issue should be considered on PE teachers’ professional development in alignment with teachers’ curriculum concepts and teaching practices; (3) situational and holistic PE learning assessment tools had need to be developed.
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素養導向, 評量, 教師專業學習社群, competency-based education, assessment, curriculum alignment