The Application of the Performance Assessment in the Course of Gender Relationship for the students of an Institute of Science and Technology
|論文名稱(英文)：||The Application of the Performance Assessment in the Course of Gender Relationship for the students of an Institute of Science and Technology|
|英文關鍵字：||performance assessment; portfolio assessment; the course of Gender Relationship|
|摘要(英文)：||The purpose of this research is to know the effect of the performance assessment in the course of Gender Relationship. The subjects were 91 students electing the course of Gender Relationship from February to June in 2004. The researcher used the performance assessment in the Course of Gender Relationship to survey the satisfaction and the preference level and the scores of all kinds of assessment methods of the subjects and to know the correlations among them. In addition, she tried to investigate the gender differences in satisfaction and preference, and all kinds of assessment methods. Data collected were analyzed by descriptive statistics, correlation and t-test. The findings were as follows: First, in the cognitive domain, most students thought they could understand every course unit, they could think more critically, and about 42 ﹪ of students said that their attitude toward pre-marital sex changed from acceptance to rejection. In psychomotor domain, most students thought they learned very useful male-female interaction skills, they thought more carefully about whether to have pre-marital sex or not, and they could deal with their own problems better and helped others as well. In affective domain, most students liked each unit, they became more confident and felt they learned a lot from the course. Second, in terms of students’ preference towards the course, they liked to share love songs and romance most, followed by feedback, teacher’s lecturing, group discussion, portfolio, role playing and, the least liked, group report. Third, there were significantly positive correlations between students “general satisfaction level” and “general preference level”, between “group report” and “group discussion, role playing and the sharing of love song and romance”, between “attendance grading” and “group discussion, role playing and the sharing of love song and romance”, between “the total score performance assessment” and “paper-and-pencil test”. However, there were no significantly positive correlations among “the portfolio scores”, “the scores of other assessment methods” and “satisfaction and preference level.” Fourth, there was significant gender difference in “general satisfaction level” and “the portfolio scores” toward using performance assessment in the course of Gender Relationship. In both cases, girls were higher than boys.|
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