學習成就評量的多元功能及其相應研究設計

Multiple Functions of Student Assessment and Their Proper Study Design

彭森明
Samuel S. Peng


所屬期刊: 第2卷第4期 「測驗與評量」
主編:大學入學考試中心
簡茂發主任
系統編號: vol007_02
主題: 測驗與評量
出版年份: 2006
作者: 彭森明
作者(英文): Samuel S. Peng
論文名稱: 學習成就評量的多元功能及其相應研究設計
論文名稱(英文): Multiple Functions of Student Assessment and Their Proper Study Design
共同作者:
最高學歷: 博士
校院名稱: 紐約州立大學
系所名稱: 教育心理統計及測驗系
語文別: 中文
論文頁數: 18
中文關鍵字: 學習成就評量、教育評鑑、評鑑功能、評鑑設計
英文關鍵字: student assessment, educational assessment, purpose of assessment, assessment design
服務單位: 國立台灣師範大學教育評鑑及發展研究中心主任
稿件字數: 10695
作者專長: 測驗與評量
投稿日期: 2006/12/22
論文下載: pdf檔案icon
摘要(中文): 學習成就評量是教育過程中一項必要工作,不僅教師們在課堂教學中需要進行評量,瞭解學生學習情形,而且學校及各級教育主管單位,也都要推展評量,為教育成效把脈,以便掌握各級教育績效以及教育品質,為教育決策提供實證資料。目前世界主要國家無不積極推展學習成就評量以檢視國民在國際上的競爭能力。有鑑於此,本文旨在討論大型學習成就評量的各種功能以及設計評量時應考慮的事項,供國內負責推展大型學習成就評量工作以及有志參與此類評量的人員做參考,以便能更有效地推展國內教育評量工作。
摘要(英文): Student assessment is an essential part of the education process. At the classroom level, teachers would assess students to find out whether they have learnt what has been taught, and then make adjustments or modifications in their instruction. Similarly, at the school, school district, or national level, student assessments are performed to monitor educational progress and evaluate the overall quality and efficiency of education. Moreover, in the modern knowledge-based world, the information resulting from student assessment is extremely important because it reflects a country’s competitiveness. For these reasons, this paper synthesizes information about the multiple functions of student assessment and their respective design considerations, in the hope that such information would be helpful for the development of an efficient and effective student assessment program in Taiwan.
參考文獻: 國外學生學習成就評量方案網站:
1. Iowa Tests of Basic Skills (http://www.bjupress.com)
2. National Assessment of Educational Progress(http://nces.ed.gov/nationsreportcard/)
3. Program for International Student Assessment(http://nces.ed.gov/surveys/pisa)
4. Progress in International Reading Literacy Study(http://nces.ed.gov/surveys/pirls)
5. Stanford Achievement Test(http://harcourtassessment.com)
6. Trends in International Mathematics and Science Study(http://nces.ed.gov/surveys/timss)
國內學生學習成就評量方案網站
1. 台灣學生學習成就評量(http://www.naer.edu.tw)
2. 台灣教育追蹤研究資料庫(http://www.teps.sinica.edu.tw)
3. 台灣高等教育資料庫(http://www.cher.ed.ntnu.edu.tw)
盧雪梅(1998)實作評量的應許、難題與挑戰,教育資料與研究,20,1-5。
IAEP (1989). A World of Differences. Princeton, NJ: Educational Testing Service.
IAEP (1991). The 1991 IAEP Assessment-Objectives for Mathematics, Science, and Geography. Princeton, NJ: Educational Testing Service.
Linn, R. L. (1993). Educational Assessment: Expanded Expectations and Challenges. Educational Evaluation and Policy Analysis, 15(1), 1-16.
Paulson, F. L., Paulson, P.L., & Meyer, C.A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-64.
U.S. (2001). No Child Left Behind Act (2001) [Legislation], Pub. L. No.107-110, 115 Wtat.1425.