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題名:引導國小教師在線上動態評量系統進行數學命題以提升數學評量素養之研究
作者:蔡寶桂
作者(外文):Tsai, Pao-Kuei
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:王國華
王子華
學位類別:博士
出版日期:2016
主題關鍵詞:動態評量多層次適性差異診斷模式數學評量素養學習導向之教學與評量的整合CP2R-GPAM的專業成長模式Dynamic assessmentMathematical assessment competencyCP2R-GPAM Assessment competency Development ModelMultilevel dynamic assessment with diagnosedadaptive and differentiated instructions assessment as learning
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本研究以培育國小教師之數學評量素養為目的,透過多層次適性差異診斷模式之動態評量命題的設計導向之教師專業成長方案,描述此方案中之數學評量素養培育的介入策略,並探討參與教師在此培育歷程與實踐動態評量命題時所需之專業知能、難易感受與專業成長,進而掌握影響教師之數學評量素養表現的因素。
本研究提出以設計任務導向CP2R-GPAM的專業成長模式,歷經三個實施階段:「建立雛型階段」、「模型發展階段」與「模型驗證階段」,研究期程長達三年。參與教師包含18位曾經參與過新竹縣國小數學學習領域學習成就測驗命題且具數學教育研究學位與參加輔導團辦理之國小教材教法專業增能經驗豐富之國小教師。蒐集參與方案教師之動態評量命題題組、動態評量命題評析與問卷回饋,團體討論、焦點訪談之錄影的質性資料,與數學評量素養問卷和GPAM-WATA上之學生評量測驗量化資料,同時以質量並重的方式交叉檢核以回答研究問題。
本研究所定義之數學評量素養為:為何評量、評量甚麼、如何評量、學生參與、結果溝通與伴隨問題預防六大向度,對此所採取的介入策略,如能力指標轉化為雙向細目表之課程架構,動態評量命題原則訂定,選項架構、題組偵錯關聯表之動態評量命題工具的開發,到複本題之設計與邏輯判斷等,持續環繞在學生數學學習診斷的可信度反省與描述精確性,並據此增列邏輯判斷之數學評量素養。
研究顯示本專業成長方案提升參與教師之數學評量素養與落實以學生為主體之教學與評量實踐,並增進其數學課程、教材教學、學生學習與評量之專業知能,但因上述知能與實踐過程中整合性與邏輯嚴密性高,此為教師面臨的主要實踐困難,亦產生參與度高、數教背景越高者,對數學評量素養的自我要求則越高,而師培階段研修教育評量與測驗學分對本研究之數學評量素養有正面的影響。
The purpose of this study is developing elementary teachers’ mathematical assessment competency through design-oriented teacher development program which tasks the multilevel dynamic assessment with providing both adaptive and differentiated instructions when students’ mathematical misconceptions are diagnosed by web-based assessment system. we describe the picture of our intervention strategies to educating teachers’ mathematical assessment competency and layout the required professional knowledges, understanding of various level of difficulties, and as a professional growth. Furthermore, it achieves the goal to fully understand the factors driving the various movements or changes of assessment competency.
This study proposed the design-oriented model, named ‘Consensus, Practicing, Reflecting, and Revising with Graduated Prompting Assessment Module of the WATA system (CP2R-GPAM ) Assessment competency Development Model’. This study were collected within three years in three phases. First phase is building draft model, model development is the 2nd phase, and the final phase is model validation. There are 18 experienced elementary teachers contributing to this research, who designed the evaluations and participated in dynamic assessments for Hsinchu elementary school. With their supports, the questionnaire, analysis, feedbacks, interview details of dynamic assessment, group discussions, designed Q&A responses, and GPAM-WATA assessment results are collected in a well designed manner to assist this research.
“Why to assessment”, “What is assessment”, “How to conduct the assessment”, “Involve students in assessment as learing”, “feedback about the students’ learning trajectory in assessment process” and “Prevent the negative impact of the problems accompany assessment implementation” are the six major dimensionalities defined by mathematical assessment competency in this research. The corresponding intervention strategies are lists of ability assessment through built-up curriculum structure, dynamic assessment rule setting, the frame of choice item, questionnaire detected for dynamic assessment tools development, parallel-form item designs and logic judgment and so on. It continues evolving around lesson detection and reliability assessment, and precise description for mathematical learning. For these reasons, logic judgment is added to the definition of mathematical assessment competency.
This researches indicates intervention strategies of the professional development program improving teachers’ mathematical assessment competency and assisting teacher to built up teaching and assessment based on students’ learning level and condition. In addition, particaped teachers had progressed in their professional competency of mathematic curriculum, teaching, students’ learning and professional skills for assessments. To well execute this strategy, it required well think through the item design and well built logic judgment, which may be a potential challenging to concur for the particaped teachers. it requires high devoting efforts, well established mathematical knowledge and experience, good principle on well behaviored. To achieve this with continuing efforts is an necessary key.
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