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引文資料
題名:
中小學學生科學學習成果的評量架構與命題示例之研發
書刊名:
科學教育學刊
作者:
郭重吉
/
邱美虹
/
黃台珠
/
張惠博
/
張俊彥
/
周進洋
/
王國華
/
陳忠志
/
譚克平
/
黃鴻博
作者(外文):
Guo, Chorng-jee
/
Chiu, Mei-hung
/
Huang, Tai-chu
/
Chang, Huey-por
/
Chang, Chun-yen
/
Chou, Ching-yang
/
Wang, Kuo-hua
/
Chen, Chung-chih
/
Tam, Hak-ping
/
Huang, Hon-bo
出版日期:
2009
卷期:
17:6
頁次:
頁459-479
主題關鍵詞:
科學學習成果
;
大規模評量
;
評量架構
;
命題示例
;
Science learning outcomes
;
Large-scale assessment
;
Assessment framework
;
Illustrative test items
原始連結:
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相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:0
點閱:35
本研究旨在參考評量教育進展的文獻和國內外實施大規模評量的經驗,針對中 小學學生科學學習成果研擬評量架構和命題示例。評量架構是針對4、6、9、12 年級 學生,先從生物、化學、地科和物理的學科內容整理重要概念和原理,其次考慮學生 科學實務表現,包括重要科學概念和原理的理解、應用、科學探究能力、量化推理能 力、科學本質的認識以及態度與情意因素。從這兩個向度的交叉形成雙向細目表,針 對選定的細目,敘寫學生在基礎、精熟、進階等三個層級的預期表現,據以發展試題。 本研究係屬先期規劃,過程中邀請中小學教師和專家學者參與研發和諮詢;研究成果 尚待考驗,但應可供規劃和發展全國性中小學學生科學學習成果調查之參考。
以文找文
With reference to existing literature and experiences gained from both domestic and international large-scale assessments in science, this study aims at developing an assessment framework and some illustrative test items, which will provide guidelines and concrete examples for item and test developments, and the administration of a national survey in subsequent studies. The assessment framework, designed for the 4th, 6th, 9th, and 12th graders, consists of, first of all, a scheme to categorize students’ major learning outcomes in content domains including biology, chemistry, physics and earth science. Within these subject areas, students’ expected performances in terms of their proficiency in science practices, including understanding and applications of science concepts and principles, scientific enquiry skills, quantitative reasoning skills, nature of science, and attitudes and other affective factors toward learning science are specified. In order to follow up students’ learning outcomes on a long term basis, numerous examples of students’ expected performances, varying from basic, proficient to advanced levels are developed. Serving as guidelines for subsequent studies along this line, some general principles of quality assessment and specifications for test development in science, as well as illustrative test items, are developed in this study. The study was coordinated by the first author, while the other coauthors respectively organized research teams consisting of science teachers, scientists, and science educators of different content areas in developing the assessment framework and illustrative test items. The work done in this study are of a preliminary nature, field tests and further refinement may be necessary.
以文找文
期刊論文
1.
Chiu, M. H.、Guo, C. J.、Treagust, D.。Assessing Students' Conceptual Understanding in Science: An Introduction about a National Project in Taiwan。International Journal of Science Education (special issue),29(4),379-390。
研究報告
1.
林煥祥、周進洋、李暉、劉聖忠、林素微(2008)。臺灣參加PISA 2006 成果報告 (計畫編號:NSC95-2522-S-026-002)。花蓮:國立東華大學。
延伸查詢
2.
郭重吉、邱美虹、黃臺珠、張惠博、張俊彥、周進洋、王國華、譚克平、黃鴻博(2008)。科學認知學習之全國性調查研究-先期規劃。臺東市。
延伸查詢
3.
郭重吉、張惠博、陳忠志、周進洋、邱美虹、林陳涌、黃臺珠、譚克平(2008)。2003中小學科學學習研究。臺東市。
延伸查詢
圖書
1.
Organization for Economic Cooperation and Development(2006)。Assessing scientific, reading and mathematical literacy: A framework for PISA 2006。OECD。
2.
Bransford, J. D.、Brown, A. L.、Cocking, R. R.、Committee on Developments in the Science of Learning、National Research Council(2000)。How people learn: Brain, mind, experience, and school。National Academy Press。
3.
Britton, E. D.、Schneider, S. A.(2007)。Largescale Assessments in Science Education。Handbook of Research on Science Education。NJ。
4.
Committee on Standards for Educational Evaluation(2003)。The Student Evaluation Standards: How to Improve Evaluations of Students。The Student Evaluation Standards: How to Improve Evaluations of Students。Newbury Park, CA。
5.
Gipps, C.(1990)。National Assessment: A Comparison of English and American Trends。Changing Educational Assessment: International Perspectives and Trends。London, UK。
6.
Guo, C. J.(2007)。Issues in Science Learning: An International Perspective。Handbook of Research on Science Education。NJ。
7.
(2008)。Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy。Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy。New York, NY/ London, UK。
8.
National Research Council(2003)。Assessment in Support of Instruction and Learning: Bridging the Gap between Large-scale and Classroom Assessment。Assessment in Support of Instruction and Learning: Bridging the Gap between Large-scale and Classroom Assessment。Washington, DC。
9.
National Research Council(2005)。How Students Learn: History, Mathematics, and Science in the Classroom, Committee on How People Learn。How Students Learn: History, Mathematics, and Science in the Classroom, Committee on How People Learn。Washington, DC。
10.
National Research Council(2006)。Systems for State Science Assessment。Systems for State Science Assessment。Washington, DC。
11.
National Research Council(2007)。Taking Science to School: Learning and Teaching Science in Grades k-8。Washington, DC:National Academy Press。
12.
Scott, E.、Owen, E.(2005)。Brief: Comparing NAEP, TIMSS, and PISA Results。Brief: Comparing NAEP, TIMSS, and PISA Results。Wahington, DC。
其他
1.
Beatty, E. E.,Carlson, M. O.。Using the Student Evaluation Standards: A Field Guide for k-12 Math & Science Teachers。
2.
Harlen, W.(2008)。Science as a Key Component of the Primary Curriculum: A Rationale with Policy Implications。
3.
IEA.(2005)。TIMSS 2007 Assessment Frameworks. MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College。
4.
National Assessment of Educational Progress。The Main NAEP Version of the NAEP Data Explorer。
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