期刊專區/ Periodical Section

九年一貫課程成績通知單模式探究：現況與展望

Report Card Models for the Grade 1-9 Curriculum: Review of Current Practices and Suggestions for the Future

所屬期刊：	第1卷第3期 「測驗與評量」 主編：玄奘大學 應用心理學系 林邦傑教授
系統編號：	vol003_07
主題：	課程與教學
出版年份：	2005
作者：	盧雪梅
作者(英文)：	Sheue-Mei Lu
論文名稱：	九年一貫課程成績通知單模式探究：現況與展望
論文名稱(英文)：	Report Card Models for the Grade 1-9 Curriculum: Review of Current Practices and Suggestions for the Future
共同作者：
最高學歷：	PH.D.
校院名稱：	愛荷華大學
系所名稱：
語文別：	中文
論文頁數：	36
中文關鍵字：	九年一貫課程;成績通知單;成績評定和報告
英文關鍵字：	Grade 1-9 Curriculum; report card; grading and reporting
服務單位：	台灣師範大學教育心理與輔導系
稿件字數：	0
作者專長：	測驗評量; 心理計量; 應用統計; 評量政策
投稿日期：	2005/6/9
論文下載：
摘要(中文)：	九年一貫課程實施後，國民中小學成績通知單出現較以往更多元化的設計，本研究旨在探究和評析九年一貫課程成績通知單的模式。研究者共收集到18個縣市24種不同設計格式的成績通知單，分析其學習領域和日常生活表現評量報告的內涵和方式。本文呈現幾種較常見的模式實例並評析其優缺點，為提供更多元化的觀點，本文也展示若干具有特殊設計和美國標準為本成績單實例。最後，研究者提出設計成績通知單的原則，以使成績通知單更能對學生學習提供有意義和有用的資訊，也提出提昇學生成績評定和報告品質的建議，以使成績評定和報告實務能發揮支持學生學習和激勵學生成功的功能。
摘要(英文)：	After the implementation of the Grade 1-9 Curriculum, various forms of report cards were developed by elementary and junior high schools. The purpose of this project was to explore and evaluate various models of the report cards. Twenty-four different forms of report cards from 18 domestic counties and cities were gathered and analyzed according to the reporting features for the learning areas and daily life performance. This article presented several typical examples and illustrated their promising features and potential drawbacks. To provide additional perspective, examples from school districts in the USA were also included to point out special characteristics worth of mention, and to provide examples of standards-based reporting. Finally, guidelines for designing report cards were proposed. In addition, suggestions were offered to improve grading and reporting practices so as to support student learning and to encourage student success.
參考文獻：	李坤崇（1999）。多元化教學評量（初版）。台北：心理出版社。 教育部（1997）。國民中學學生成績考查法。 教育部（2001）。國民中小學學生成績評量準則。 教育部（2004）。國民小學及國民中學學生成績評量準則修正條文。 台北縣政府（n.d.）。台北縣國民中小學學生成績評量作業要點說明及評量表格設計說明與使用範例。民國94年8月10日，取自http://www.gyjh.tpc.edu.tw/2002/cur9/作業要點說明及相關表冊.doc。 盧雪梅（2004）。從技術面談九年一貫課程能力指標建構－－美國學習標準建構的啟示。教育研究資訊，12卷2期，3-34。 盧雪梅（2005）。台北市國民小學九年一貫課程學生學期成績評定和報告實況調查研究，初等教育學刊，21期，70-98。 盧雪梅（n.d.）。台北市國民小學九年一貫課程學生學期成績通知單之學習目標分析研究，已接受刊登師大學報（教育類）。 Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc. Bailey, J. & McTighe, J. (1996). Reporting achievement at the secondary level: what and how. In T.R. Guskey (Ed). Communicating student learning. 1996 Yearbook of the Association for Supervision and Curriculum Development (pp.119-140). Alexandria, VA: Association for Supervision and Curriculum Development. Farr, B. (2000). Grading practices: an overview of the issues. In E.Trumbull & B. Farr (Eds). Grading and reporting student progress in an age of standards (pp.1-21). Norwood, MA: Christopher-Gordon Publishers, Inc. Gronlund, N.E., & Linn, R.L. (2000). Measurement and evaluation in teaching (8th ed). New York: Macmillan. Guskey, T.R. (1996a). Introduction. In T.R. Guskey (Ed). Communicating student learning. 1996 Yearbook of the Association for Supervision and Curriculum Development (pp.1-5). Alexandria, VA: Association for Supervision and Curriculum Development. Guskey, T.R. (1996b). Reporting on student learning: Lessons from the past-prescriptions for the future. In T.R. Guskey (Ed). Communicating student learning. 1996 Yearbook of the Association for Supervision and Curriculum Development (pp.13-24). Alexandria, VA: Association for Supervision and Curriculum Development. Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press, Inc. Laguna Salada Union School District (n.d.). Report Cards. Retrieved May 24, 2004, from http://www.lsusd.org/curriculum/reportCard.htm Marzano, R.J. (2000). Transforming classroom grading. Alexandria,VA: Association for Supervision and Curriculum Development. Morgan Hill Unified School District (n.d.). K-6 Standards based report cards. Retrieved April 24, 2005, from http://www.mhu.k12.ca.us/K-6%20Report%20cards.htm Nikto, A.J. (2001). Educational assessment of students (3rd ed). Upper Saddle River, NJ: Prentice-Hall Inc. O’Connor, K. (2002). How to grade for learning: Linking grades to standards (2nd ed). Arlington Heights, IL: Skylight Professional Development. Trumbull, E., & Farr, B. (Eds) (2000). Grading and reporting student progress in an age of standards. Norwood, MA: Christopher-Gordon Publishers, Inc. Wiggins, G. (1996). Honesty and fairness: Toward better grading and reporting. In T.R. Guskey (Ed). Communicating student learning. 1996 Yearbook of the Association for Supervision and Curriculum Development (pp.141-177). Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G. (1998). Educative assessment: designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.