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題名：超越測量--評量典範轉移的探索與啟示
書刊名：教育實踐與研究
作者：江文慈 引用關係
作者(外文)：Chiang, Wen-tzu
出版日期：2007
卷期：20:1
頁次：頁173-199
主題關鍵詞：評量典範；典範轉移；評量與學習；Assessment paradigms；Paradigm shift；Assessment and learning
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(5) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:39
  • 點閱點閱:293
評量正處於典範轉移之中，從心理計量模式走向更寛廣的教育評量模式，從測驗和考試文化轉向評量文化。評量典範的探討，有助於我們理解各種評量實踐的背後思維，讓我們更加審慎地選擇如何發現學生知道什麼以及可以做什麼的評量方法。本文的目的在探討評量典範的轉移，重新思索評量與學習的關係，以及對教育工作者的啟示。首先，說明評量典範轉移的脈絡背景，並依序探討「心理計量典範」、「脈絡化評量典範」和「個人化評量典範」。從評量典範的轉移中，可發現評量與學習的關係愈趨密切，且有更多的交融，進而延伸闡述三種評量與學習的關係取向，分別為「對學習的評量」、「促進學習的評量」，以及「評量即學習」等。過去，在教育現場中，多將焦點放在「對學習的評量」，亦即著重學習成果的總結性評量，而今則轉為關注「促進學習的評量」，目前更強調寓評量於學習之中，提出「評量即學習」的觀點。這三種評量取向在教學中各有其地位與功能，教師如何平衡地使用，便成為一個關鍵議題。最後，本文針對評量典範轉移所帶來的衝擊與挑戰，提出一些對教育工作者的省思與啟示。
Assessment is undergoing a paradigm shift, from psychometrics to a broader model of educational assessment, from a testing and examination culture to an assessment culture. This article explores three assessment paradigms: psychometric paradigm, contextual paradigm, and personalized paradigm. Understanding different assessment paradigms can help us carefully decide how we attempt to discover what students know and we can do. Furthermore, assessment and learning are intimately intertwined and often indistinguishable from one another. Three relations between assessment and learning are discussed: “assessment of learning”, “assessment for learning”, and “assessment as learning”. These three approaches all contribute to student learning but in vastly different ways. All three assessment approaches have their place; to maintain the right balance is the key challenge. It is important to understand them all, recognize the inevitable contradictions among them, and know which one you are using and why. Finally, implication and reflection on assessment paradigms are discussed.
期刊論文
1.Carless, D.(2005)。Prospects for the implementation of assessment for learning。Assessment in Education，12(1)，39-54。  new window
2.Stiggins, R. T.。Assessment crisis: The Absence of Assessment for Learning。Phi Delta Kappan，83(10)，758-768。  new window
3.Glaser, R.(1990)。Toward new models for assessment。International Journal of Educational Research，14(5)，475-483。  new window
4.黃秀文(19960600)。從傳統到變通：教學評量的省思。國民教育研究學報，2，1-26。new window  延伸查詢new window
5.Wiggins, G. P.(1989)。A true test: Toward more authentic and equitable assessment。Phi Delta Kappan，70(9)，703-713。  new window
6.Shepard, Lorrie A.(2000)。The Role of Assessment in a Learning Culture。Educational Researcher，29(7)，4-14。  new window
7.Shepard, L. A.(1991)。Psychometricians' beliefs about learning。Educational Researcher，20(7)，2-16。  new window
8.吳毓瑩(19961100)。評量的蛻變與突破--從哲學思潮與效度理論思考起。教育資料與研究，13，2-15。new window  延伸查詢new window
9.盧雪梅(2000)。多元教學評量的理念和實務。教育研究月刊，76，56-66。  延伸查詢new window
10.Darling-Hammond, Linda(1994)。Performance-based Assessment and Educational Equity。Harvard Educational Review，64(1)，5-30。  new window
11.Hargreaves, A.、Earl, L.、Schmidt, M.(2002)。Perspectives on Alternative Assessment Reform。American Educational Research Journal，39(1)，69-95。  new window
12.Stiggins, R. J.(2001)。The Unfulfilled Promise of Classroom Assessment。Educational Measurement: Issues and Practice，20(3)，5-15。  new window
13.謝祥宏、段曉林(2001)。教學與評量：一種互為鏡像關係。科學教育（臺灣師大），241，2-11。  延伸查詢new window
14.Serafini, F.(2001)。Three Paradigms of Assessment: Measurement, Procedure, and Inquiry。The Reading Teacher，54(4)，384-393。  new window
學位論文
1.楊銀興(2000)。傳統評量與新式評量之比較及國小教師對實施新式評量相關問題覺知情形之研究(博士論文)。國立臺灣師範大學，臺北。new window  延伸查詢new window
圖書
1.Black, P.、Harrison, C.、Lee, C.、Marshall, B.、Wiliam, D.(2003)。Assessment for Learning: Putting it into practice。Open University Press。  new window
2.Stiggins, R. J.(2005)。Student-involved Assessment for Learning。New York, NY：Merrill/ Prentice Hall。  new window
3.Reineke, R. A.(1998)。Challenging the Mind, Touching the Heart: Best Assessment Practices。Thousand Oaks, CA：Corwin Press, Inc.。  new window
4.Seligman, Martin E. P.(1998)。Learned Optimism: How to Change Your Mind and Your Life。New York, NY：Pocket Books。  new window
5.Gipps, C. V.(1994)。Beyond testing: towards a theory of educational assessment。The Falmer Press。  new window
6.Earl, Lorna M.、Marzano, Robert J.、Guskey, Thomas R.(2003)。Assessment as learning: using classroom assessment to maximize student learning。Thousand Oaks, Calif.：Corwin Press。  new window
7.Mabry, L.(1999)。Portfolios plus: A critical guide to alternative assessment。Corwin Press, Inc.。  new window
8.Lazear, D. G.(1994)。Multiple intelligence approaches to assessment: Solving the assessment conundrum。Tucson, Arizona：Zephyr Press。  new window
9.Black, P. J.(1998)。Testing: Friend or foe? The theory and practice of assessment and testing。Falmer Press。  new window
10.Wiggins, G. P.(1993)。Assessing student performance: Exploring the purpose and limits of testing。Jossey-Bass。  new window
11.Wiggins, Grant P.(1998)。Educative assessment: Designing assessments to inform and improve student performance。San Francisco, CA：Jossey-Bass Publishers。  new window
12.Covington, M. V.(1992)。Making the grade: A self-worth perspective on motivation and school reform。New York, NY：Holt, Rinehart, & Winston：Cambridge University Press。  new window
13.Marzano, R. J.(2000)。Transforming Classroom Grading。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
14.Berliner, David C.、Biddle, Bruce J.(1995)。The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools。Reading, MA：Addison-Wesley。  new window
15.Weeden, P.、Winter, J.、Broadfoot, P.(2002)。Assessment: What's in it for Schools?。Assessment: What's in it for Schools?。London, UK/ New York, NY。  new window
16.Dann, R.(2002)。Promoting Assessment as Learning: Improving theLearning Process。Promoting Assessment as Learning: Improving theLearning Process。London, UK/ New York, NY。  new window
17.Wood(1990)。The Agenda for Educational Measurement。Assessment Debates。London, UK。  new window
18.Berlak, H.(1992)。Toward the Development of a New Science of Educational Testing and Assessment。Toward a New Science of Educational Testing and Assessment。Albany, NY。  new window
19.Broadfoot, P.(1996)。Assessment and Learning: Power or Partnership?。Assessment: Problems, Developments and Statistical Issues。New York, NY。  new window
圖書論文
1.張稚美(2000)。落實多元智慧評量是對心智習性的一大挑戰。落實多元智慧教學評量。遠流出版事業股份有限公司。  延伸查詢new window
 
 
 
 
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