期刊專區/ Periodical Section

從政策、學校與社群探究教師課室評量的實踐

Educational Assessment: A Study of Taiwanese Policies, Schools, and Teacher Communities

所屬期刊：	第19卷第4期 主編：國立彰化師範大學教育研究所教授 龔心怡
系統編號：	vol075_02
主題：	師資培育
出版年份：	2023
作者：	林哲立
作者(英文)：	Che-Li Lin
論文名稱：	從政策、學校與社群探究教師課室評量的實踐
論文名稱(英文)：	Educational Assessment: A Study of Taiwanese Policies, Schools, and Teacher Communities
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	中文
論文頁數：	28
中文關鍵字：	十二年國教；課室評量；評量即學習；促進學習的評量；形成性評量
英文關鍵字：	12-Year Basic Education；Classroom Assessment； Assessment as Learning；Assessment for Learning；Formative Assessment
服務單位：	國家教育研究院課程及教學研究中心副研究員
稿件字數：	18460
作者專長：
投稿日期：	2023/9/17
論文下載：
摘要(中文)：	課室評量的實踐牽動十二年國教課程理念與目標能否順利轉化到課室中，教師實踐課室評量是受到情境脈絡因素的影響，包括入學考試、縣市層級課程領導、學校領導與氛圍、教師社群等。本研究之目的在探究政策、學校與社群如何影響教師課室評量的實踐，探討以下三個研究問題：（一）評量的相關政策對於課室評量的實踐有哪些影響？（二）學校氛圍與教師社群如何影響課室評量的實施？（三）教師在實施課室評量的挑戰與機會為何？本研究採用深度訪談法，訪談對象為立意選取具備課室評量專長的國中與高中教師共七位以及一位評量領域的學者專家。依據研究問題與訪談內容歸納出研究結果：教師課室評量的實踐受到入學考試、縣市的課程領導、學校氛圍與教師社群的影響；升學主義的情境脈絡下教師缺乏課室評量的認同感與實踐知能；然而當教師社群具有探究與反思的氛圍可以調節轉化高風險考試的壓力，有效地實踐課室評量落實課程理念與目標。本研究依據結果提出三個建議，包括發展評量指引、建立評量的協作機制、提升教師課室評量的知能。
摘要(英文)：	Classroom assessment is vital to the effectiveness of the competency-based curriculum in Taiwan’s 12-Year Basic Education. The present study investigated how policies, schools, and teacher communities influence the practice of classroom assessment by teachers. The study addresses the following three research questions: (1) How do assessment policies affect teachers’ classroom assessment practices? (2) How do school culture and teacher communities influence teachers’ implementation of classroom assessment? (3) What challenges and opportunities do teachers face in the practice of classroom assessment? This study employed qualitative, in-depth interviews with seven junior and senior high school teachers selected for their expertise in classroom assessment and with one scholar specializing in classroom assessment. The study revealed that entrance exams, education policies, school culture, and teacher communities significantly influence teachers’ practice of classroom assessment. Teachers’ primary challenges in implementing classroom assessment include a lack of motivation to conduct them appropriately and a lack of guidance on how to administer assessment properly. On the basis of these findings, this study proposes that guidelines be developed for assisting instructional assessment; fostering a positive classroom environment that nurtures a love of learning; establishing collaborative mechanisms for assessment; and aligning policies to connect curriculum, instruction, and assessment.
參考文獻：	任宗浩（2018）。素養導向評量的界定與實踐。載於蔡清華（主編），課程協作與 實踐第二輯（頁 75-82）。教育部中小學師資課程教學與評量協作中心。 江宜芷、林子斌（2020）。當「大學選才」遇見「高中育才」：大學多元入學考招 改革的批判論述分析。教育研究與發展期刊，16（1），1-34。https://doi.org/ 10.6925/SCJ.202003_16(1).0001 吳正新（2019）。數學素養導向評量試題研發策略。中等教育，70（3），11-35。 https://doi.org/10.6249/SE.201909_70(3).0024 宋曜廷、周業太、曾芬蘭（2014）。十二年國民基本教育的入學考試與評量變革。 教育科學研究期刊，59（1），1-32。https://doi.org/10.6209/JORIES.2014.59(1).01 林春煌（2019）。素養導向教學與評量─以高中物理克卜勒行星定律為例。中等 教育，70（3），114-122。https://doi.org/10.6249/SE.201909_70(3).0030 邱華斐、林孟君（2020）。從地方政府的視角看課程領導。載於蔡清華（主編）， 課程協作與實踐第四輯（頁 119-140）。教育部十二年國教新課綱推動專案辦 公室。 柯華葳、陳明蕾、李俊仁、陳冠銘（2019）。2018 教學與學習國際調查臺灣報告： 國民中學。國家教育研究院。https://cirn.moe.edu.tw/Upload/Website/1199/WebContent/38793/RFile/38793/109471.pdf 張銘秋、黃瓅瑩、陳佳蓉、陳柏熹、曾芬蘭（2022）。國中教育會考數學科的回沖 效應初探。教育科學研究期刊，67（1），227-254。https://doi.org/10.6209/JORIES.202203_67(1).0008 曾芬蘭、鍾長宏、陳世玉、張銘秋（2018）。國中課室素養導向標準本位評量的設 計與應用：以英語科閱讀為例。教育科學研究期刊，63（4），119-155。https:// doi.org/10.6209/JORIES.201812_63(4).0005 鈕文英（2012）。質性研究方法與論文寫作。雙葉書廊。 詹惠雪、黃曰鴻（2020）。教師對素養導向課程設計的理解與實踐反思。課程與教 學，23（3），29-58。https://doi.org/10.6384/CIQ.202007_23(3).0002 詹馨怡（2019）。從素養導向教學到評量的實踐之路─以國中國文領域為例。中等教育，70（3），103-113。https://doi.org/10.6249/SE.201909_70(3).0029 劉桂光（2019）。高中國文素養導向課程的提問與評量設計。中等教育，70（3）， 93-102。https://doi.org/10.6249/SE.201909_70(3).0028 蔡佳禎（2022）。跨領域導向之素養紙筆命題─以大學入學考試學科能力測驗試 題分析為例。臺灣教育評論月刊，11（4），139-148。http://www.ater.org.tw/ journal/article/11-4/topic/21.pdf 盧雪梅（2017）。英國國定課程評量的沿革與其對十二年國民基本教育課程評量的 啟示。教育實踐與研究，30（2），105-141。 謝名娟、程峻（2021）。素養導向評量理論與實務。元照。 Allal, L. (2020). Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles, Policy & Practice, 27(4), 332-349. https://doi.org/10.1080/0969594x.2019.1609411 Antoniou, P., & James, M. (2014). Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. Educational Assessment, Evaluation and Accountability, 26(2), 153-176. https://doi.org/10.1007/s11092-013-9188-4 Baas, D., Vermeulen, M., Castelijns, J., Martens, R., & Segers, M. (2020). Portfolios as a tool for AfL and student motivation: Are they related? Assessment in Education: Principles, Policy & Practice, 27(4), 444-462. https://doi.org/10.1080/0969594x.2019.1653824 Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 275-292). Springer. https://doi.org/10.1007/978-3-319-39211-0_16 Bourgeois, L. (2016). Supporting students’ learning: From teacher regulation to co-regulation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 345-363). Springer. https://doi.org/10.1007/978-3-319-39211-0_20 Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956-983. https://doi.org/10.3102/0002831215587754 Care, E., Griffin, P., Zhang, Z., & Hutchinson, D. (2014). Large-scale testing and its contribution to learning. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 55-71). Springer. https://doi.org/10.1007/978-94-007-5902-2_4 Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205-249. https://doi.org/10.1007/s10648-011-9191-6 Colbert, P., & Cumming, J. J. (2014). Enabling all students to learn through assessment. In C.Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 211-231). Springer. https://doi.org/10.1007/978-94-007-5902-2_14 Copp, D. T. (2018). Teaching to the test: A mixed methods study of instructional change from large-scale testing in Canadian schools. Assessment in Education: Principles, Policy & Practice, 25(5), 468-487. https://doi.org/10.1080/0969594x.2016.1244042 Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149-166. https://doi.org/10.1080/0969594x.2014.898128 Davis, D. S., & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment. The Journal of Educational Research, 104(3), 202-215. https://doi.org/10.1080/00220671003690148 Harris, L. R., Brown, G. T. L., & Dargusch, J. (2018). Not playing the game: Student assessment resistance as a form of agency. The Australian Educational Researcher, 45(1), 125-140. https://doi.org/10.1007/s13384-018-0264-0 Heritage, M. (2016). Assessment for learning: Co-regulation in and as student – Teacher interaction. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 327-343). Springer. https://doi.org/10.1007/978-3-319-39211-0_19 Jang, E. E., & Sinclair, J. (2018). Ontario’s educational assessment policy and practice: A double-edged sword? Assessment in Education: Principles, Policy & Practice, 25(6),655-677. https://doi.org/10.1080/0969594x.2017.1329705 Jiang, H., & Hill, M. F. (2018). Teacher learning and classroom assessment. In H. Jiang & M. F. Hill (Eds.), Teacher learning with classroom assessment: Perspectives from Asia Pacific (pp. 1-17). Springer. https://doi.org/10.1007/978-981-10-9053-0_1 Kennedy, K. J. (2016). Exploring the influence of culture on assessment: The case of teachers’ conceptions of assessment in Confucian heritage cultures. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 404-419). Routledge. Koh, K. (2014). Authentic assessment, teacher judgment and moderation in a context of high accountability. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 249-264). Springer. https://doi.org/10.1007/978-94-007-5902-2_16 Marshall, B., & Drummond, M. J. (2006). How teachers engage with assessment for learning: Lessons from the classroom. Research Papers in Education, 21(2), 133-149. https://doi.org/10.1080/02671520600615638 Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D.Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311-326). Springer. https://doi.org/10.1007/978-3-319-39211-0_18 Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475-514. https://doi.org/10.3102/0002831215585562 Shepard, L. A. (2018). Learning progressions as tools for assessment and learning. Applied Measurement in Education, 31(2), 165-174. https://doi.org/10.1080/08957347.2017.1408628 Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment. Educational Measurement: Issues and Practice, 37(1), 21-34. https://doi.org/10.1111/emip.12189 Suurtamm, C., & Koch, M. J. (2014). Navigating dilemmas in transforming assessment practices: Experiences of mathematics teachers in Ontario, Canada. Educational Assessment, Evaluation and Accountability, 26(3), 263-287. https://doi.org/10.1007/s11092-014-9195-0 Timperley, H. (2014). Using assessment information for professional learning. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 137-149). Springer. https://doi.org/10.1007/978-94-007-5902-2_9 Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323-342. https://doi.org/10.1080/03054985.2012.689693 Van der Kleij, F. M., Cumming, J. J., & Looney, A. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education: Principles, Policy & Practice, 25(6), 620-637. https://doi.org/10.1080/0969594x.2017.1374924 Zeng, W., Huang, F., Yu, L., & Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning — A critical review of literature. Educational Assessment, Evaluation and Accountability, 30(3), 211-250. https://doi.org/10.1007/s11092-018-9281-9 Zhao, D., Yan, B., Tang, L., & Zhou, Y. (2018). Teachers’understanding, implementing and reflecting upon classroom assessment in primary and junior high schools of China. In H. Jiang & M. F. Hill (Eds.), Teacher learning with classroom assessment: perspectives from Asia Pacific (pp. 77-98). Springer. https://doi.org/10.1007/978-981-10-9053-0_5