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題名：從香港教師的視角探究校本評核的實施問題--實踐與信念之分析
書刊名：教育研究集刊
作者：譚彩鳳
作者(外文)：Tam, Choi-fung
出版日期：2009
卷期：55:1
頁次：頁25-62
主題關鍵詞：校本評核；實施問題；教師信念；School-based assessment；Implementation problems；Teachers' beliefs
原始連結：連回原系統網址new window
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眾所周知，公開考試主要的功能是為了篩選，可是傳統的筆試卻無法全面考核學生的能力，側重操練、記憶，以期通過考試的教學模式難以發展學生的高層次能力與理解力。因此，世界各地推行校本評核，期望彌補公開考試的不足。香港於2005年9月起在高中語文科實行校本評核，目的是拓寬評核的基礎，並提升學與教的成效。然而，實施不足一年，教師紛紛表達不滿。本研究以半結構訪談形式訪問12位實施中文科校本評核的教師，了解他們對校本評核的看法、其扮演的角色及實施的困難。研究發現，教師所持的評核信念與校本評核的意圖理念並不相容，教師的角色為評核者及監督者，實施上所遇到的困難，諸如校本評核的運作、師生角力及與同事磨擦等問題，凡此種種不利因素很難提升學習效能及舒緩學生的考試壓力戶本研究所得出的結論是，僅依賴評核改革並不足以改進教與學的素質，教師的投入才是達致成功教育改革的最大動力。
It is acknowledged that public examinations principally serve for selection functions. However, the traditional form of paper-and-pencil assessment is unable to evaluate students’ diverse capabilities. In order to pass through these examinations, teaching and learning are confined in a narrow range of coaching and memorizing skills. These malpractices are also unlikely to develop a broader range of higher-order competencies and understandings of students. Therefore, school-based assessment (SBA) has been launched by different countries to complement public examinations. In Hong Kong, SBA has also been implemented since September 2005 at senior secondary level in Chinese Language. It aims at broadening the assessment base and improving the effectiveness of learning and teaching. However, teachers expressed their discontents after several months’ implementation. Twelve Chinese Language teachers were selected as informants, semi-structured interviews were conducted, soliciting their views, examining their roles and investigating the difficulties they encountered in SBA practices. The findings show that most teachers’ beliefs on assessments were incompatible with the intended rationale of SBA. Their roles were identified as assessors and supervisors. It is also indicated that the difficulties teachers encountered were how to put SBA into practice and how to eliminate conflicts they had with students and colleagues. Hence, it was unlikely to improve students’ performance and alleviate their examination pressure. It is concluded that assessment reform alone is insufficient to bring any improvement in teaching and learning. Teachers’ active engagement is critical to accomplishing successful educational changes.
期刊論文
1.Biggs, J. B.(1995)。Assumptions Underlying New Approaches to Educational Assessment: Implications for Hong Kong。Curriculum Forum，4(2)，1-22。  new window
2.Curnming, J. J.、Maxwell, G. S.(2004)。Assessment in Australian Schools: Current Practice and Trends。Assessment in Education，11(1)，89-108。  new window
3.Yung, B. H. W.(2001)。Three Views of Fairness in a School-based Assessment Scheme of Practical Work in Biology。International Journal of Science Education，23(10)，985-1005。  new window
4.馮偉華(2007)。促請考評局實現校本評核的三項必要條件：實驗成功、民主自決、小班教學。教協報，521。  延伸查詢new window
5.Morris, P.(1985)。Teachers' perceptions of the implementation of a pedagogic innovation: A South East Asia case study。International Review of Education，31，3-18。  new window
6.Sadler, D. R.(1998)。Formative assessment: Revisiting the territory。Assessment in Education: Principles, Policy & Practice，5(1)，77-84。  new window
7.Sebatane, E. M.(1994)。Enhancement of teacher capacities and capabilities in school-based assessment: Lesotho experience。Assessment in Education: Principles, Policy & Practice，1(2)，223-234。  new window
8.Boston, C.(2002)。The concept of formative assessment。Practical Assessment, Research & Evaluation，8(9)。  new window
9.Choi, C. C.(1999)。Public examinations in Hong Kong。Assessment in Education，6(3)，405-417。  new window
10.張善培(20011200)。School-based Assessment in Public Examinations: Identifying the Concerns of Teachers。Education Journal，29(2)，105-123。new window  new window
11.Cheung, D.、Yip, D. Y.(2004)。How science teachers' concerns about school-based assessment of practical work vary with time: The Hong Kong experience。Research in Science & Technological Education，22(2)，153-169。  new window
12.Cohen, D. K.、Spillane, J. P.(1992)。Policy and practice: The relations between governance and instruction。Review of Research in Education，18(1)，3-49。  new window
13.Lim, E. P. Y.、Tan, A.(1999)。Educational assessment in Singapore。Assessment in Education，6(3)，391-404。  new window
14.Morris, P.(1987)。Curriculum innovation and implementation: A cautionary note。Educational Research Journal，2，49-54。  new window
15.Stillman, G.(2001)。The impact of school-based assessment on the implementation of a modeling/applications-based curriculum: An Australian example。Teaching Mathematics and its Applications，20(3)，101-108。  new window
16.Yip, D. Y.、Cheung, D.(2005)。Teachers' concerns on school-based assessment of practical work。Journal of Biological Education，39(4)，156-162。  new window
17.Yung, B. H. W.(2001)。Examiner, policeman or students' companion: Teachers' perceptions of their role in an assessment reform。Educational Review，53(3)，251-260。  new window
18.Yung, B. H. W.(2002)。Same assessment, different practice: Professional consciousness as a determinant of teachers' practice in a school-based assessment scheme。Assessment in Education，19(1)，97-117。  new window
19.盧乃桂(2002)。基礎教育課程改革對中國內地和香港教師的挑戰。教育發展研究，4，22-29。  延伸查詢new window
20.Black, P.、Wiliam, D.(1998)。Inside the black box: Raising standards through classroom assessment。Phi Delta Kappan，80(2)，139-148。  new window
21.Harlen, W.、James, M.(1997)。Assessment and learning: Differences and relationships between formative and summative assessment。Assessment in Education，4(3)，365-379。  new window
22.Kagan, D. M.(1992)。Implications of research on teacher belief。Educational Psychologist，27(1)，65-90。  new window
23.Pajares, M. F.(1992)。Teachers' beliefs and educational research: Cleaning up a messy construct。Review of Educational Research，62(3)，307-332。  new window
24.Hargreaves, A.(2005)。Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change。Teaching and Teacher Education，21，967-983。  new window
25.Guskey, Thomas R.(2002)。Professional Development and Teacher Change。Teachers and Teaching: Theory and Practice，8(3)，381-391。  new window
學位論文
1.譚彩鳳(2005)。中文教師的教學信念及其對課程實施的影響(博士論文)。香港中文大學。  延伸查詢new window
圖書
1.Fung, A.、Broadfoot, P.、Cheung, D.(1998)。Review of Public Examination System in Hong Kong: Final Report。Hong Kong：Hong Kong Baptist University。  new window
2.香港教育統籌局(2004)。改革高中及高等教育學制--對未來的投資。香港：教育統籌局。  延伸查詢new window
3.Cheng, L. Y.(1998)。How Does Washback Influence Teaching? Implications for Hong Kong。Curriculum and Assessment for Hong Kong: Two Components, One System。Hong Kong：Open University of Hong Kong Press。  new window
4.香港考試及評核局(2005)。2007香港中學會考中國語文課試題舉例。香港：香港考試及評核局。  延伸查詢new window
5.Cheng, K. M.、Lai, Y. W.、Lam, C. C.、Leung, K. S.、Tsoi, H. S.(1996)。POSTE: Preparation of students for tertiary education。Hong Kong：University Grants Committee。  new window
6.黃毅英、林智中(1997)。目標為本課程的學習評估。目標為本課程：設計與實施。香港：天地圖書。  延伸查詢new window
7.Biggs, J. B.(1998)。The assessment scene in Hong Kong。Curriculum and assessment for Hong Kong: Two components, one system。Hong Kong：Open University of Hong Kong Press。  new window
8.Board of Studies(1998)。A review of the HSC assessment program。Sydney, Australia。  new window
9.Fan, L.(2005)。Improving mathematics teaching and learning through effective classroom assessment: Experiences and perspectives from Singapore schools。Revisiting mathematics education in Hong Kong for the new millennium。Hong Kong：Hong Kong Association for Mathematics Education。  new window
10.Morris, P.(1992)。Identifying the strategies of curriculum development within a highly centralized education system。Curriculum development in Hong Kong。Hong Kong：Faculty of Education, University of Hong Kong。  new window
11.Moon, B.、Mortimore, P.(1989)。The national curriculum, straightjacket or safetynet?。London：Education Reform Group。  new window
12.Morris, P.、Lo, M. L.、Adamson, B.(2000)。Improving schools in Hong Kong-Lessons from the past。Changing the curriculum: The impact of reform on primary schooling in Hong Kong。Hong Kong：Hong Kong University Press。  new window
13.Rokeach, M.(1968)。A theory of organization and change。San Francisco：Jossey-Bass。  new window
14.Torrance, H.(1995)。Evaluating authentic assessment。Buckingham, UK。  new window
15.Education Commission(1997)。Education Commission Report No.7 Quality School Education。Hong Kong：Hong Kong Government：Printing Department。  new window
16.陳向明(2001)。教師如何作質的研究。北京：教育科學出版社。  延伸查詢new window
17.Merriam, S. B.(1999)。Qualitative research and case study applications in education。San Francisco：Jossey-Bass。  new window
18.歐用生(20030000)。課程典範再建構。高雄：麗文文化。new window  延伸查詢new window
19.Gall, Meredith D.、Borg, Walter R.、Gall, Joyce P.(1996)。Educational research: An introduction。Longman Publishers。  new window
20.Fullan, M.(2001)。The new meaning of educational change。Toronto。  new window
21.Llewellyn, J.、Hancock, J. G.、Kirst, M.、Roeloffs, Y. K.(1982)。A perspective on education in Hong Kong: Report by a visiting panel。Hong Kong：Government Printer。  new window
22.Morris, P.(1996)。The Hong Kong school curriculum: Development, issues and policies。Hong Kong University Press。  new window
23.Fullan, M. G.(1982)。The meaning of educational change。New York, NY：Teachers College Press。  new window
24.Hargreaves, A.(1989)。Curriculum and assessment reform。Open University Press。  new window
25.Lortie, Dan C.(1975)。School Teacher: A Sociological Study。University of Chicago Press。  new window
26.Patton, Michael Quinn(2002)。Qualitative research & evaluation methods。Sage Publications。  new window
27.Maxwell, J. A.(1996)。Qualitative research design: An interactive approach。Thousand Oaks, California：Sage。  new window
 
 
 
 
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