臺灣博碩士論文加值系統

本研究旨在探就在國中教師實施歷程檔案評量之行動研究，並評估實施後對學生認知與情意學習成效之影響。研究對象為研究者任教的國二美術資優班，研究者進行歷時七個月的行動研究，透過動機問卷、晤談、教室觀察等方式進行資料的收集。
本研究進行歷程檔案評量面臨了學生歷程檔案不完整、學生未能按時繳交歷程檔案學習作品，以及歷程檔案與學習作品呈現內容與方式粗糙等問題。另一向度的挑戰是就研究者而言，必須提升歷程檔案評量的時效性問題。研究者透過課堂上與全班分享、展示同學成品，並於批閱歷程檔案或學習作品時，針對個別作品提供研究者的建議，以幫助學生完成完整且符合教師期許的歷程檔案。面對個案班級嚴重的缺交作業風氣，研究者於教學中提示學習作品的主題，以校規獎懲作品未繳交的學生。研究發現歷程檔案學習作品於每二至三星期定期繳交，有助學生按時繳交作品，且分散教師批閱歷程檔案的壓力。此外，經由同儕互評進行歷程檔案整體性評量亦為有效率的評量方式。為了讓歷程檔案內容更加豐富與多樣性，研究者致力於鼓勵學生以不同的型態呈現學習作品，雖然，學生學習作品的呈現雖仍以文字表達為主，但學習作品內容已出現繪圖輔助。
本研究發現儘管歷程檔案評量對學生在紙筆測驗成績上並無影響，但歷程檔案能提升學生理化學習動機的「成就目標」向度，且有助學生將理化所學連結於日常經驗，並利用圖形、相關資訊輔助理化知識的理解。學生認為歷程檔案評量較傳統評量方式有趣，且除了理化知識學習外，透過歷程檔案評量能讓學生學習蒐集與整理資料等能力。

The purposes of this study were to report how a physical science teacher using action research to implement portfolio assessment, and to investigate the effect of portfolio assessment on students’ cognitive and affective learning. The subjects of this research were a class of 8th graders with the gifted and talented in the fine-arts field. The action research lasted for seven months, data collected in the study included questionnaires, classroom observation, interviews and students’ document.
In the beginning of implementing portfolio assessment, researcher faced two types of problems: one related to students, another related to researcher’s concern. Problems related to students were: lacking of completing portfolios, being late to hand in their works of the portfolio, and displaying lots of coarse methods and messy content. Problem related to researcher was how to implement portfolio assessment in efficient way. Solutions for the above problems were: displaying students’ good works, sharing their ideas with one another in the class, and giving suggestions or correcting students’ portfolio.
As to the problem that too many students’ wouldn’t hand in their works, the researcher tried to point out the themes of their portfolio, to discipline those students who didn’t hand in their works according to the school regulations. Research found out the period for students to turn in their portfolio were every two or three weeks. This time period could help both students to write complete tasks and teacher to reduce grading burden. Having peer to evaluate each other’s portfolio could also increase the efficiency of implementing portfolio assessment in the class. In order to help students generate diverse and abundant portfolio, researcher encouraged students to present their works in different styles. As a result, though most of students’ works still used writing to present their ideas, some students would aid painting in their works.
After implementing portfolio assessment, students achievement scores didn’t show significant increase, however, it improved students’ goal-achievement motivation toward physical science learning. In addition, portfolio assessment could help students link between what they learned from the physical science and what they experienced in their daily lives. Moreover, these students learned how to utilize the diagrams and the related computer information to comprehend the knowledge in physical science. Students showed their preference on portfolio assessment than on the traditional test. Besides absorbing physical-science knowledge, portfolio taught students how to collect data and trained students to organize different information.

第一章 緒論
第一節 問題背景與研究動機…………………………1
第二節 研究目的與待答問題…………………………6
第三節 名詞釋義………………………………………6
第四節 研究的限制……………………………………7
第二章 文獻探討
第一節 評量與另類評量的意涵………………………8
第二節 歷程檔案的內涵………………………………17
第三節 歷程檔案的實徵研究…………………………32
第四節 動機的意涵……………………………………41
第五節 動機的實徵研究………………………………52
第三章 研究設計
第一節 研究對象的選取與背景………………………57
第二節 研究者的背景與教學理念……………………58
第三節 研究工具………………………………………60
第四節 研究流程………………………………………62
第五節 資料蒐集………………………………………66
第六節 資料分析………………………………………68
第四章 研究發現與討論
第一節 理化課室實行歷程檔案評量情形……………69
第二節 歷程檔案對理化學習的影響…………………132
第三節 學生對歷程檔案評量之觀感…………………150
第五章 結論與建議
第一節 結論……………………………………………159
第二節 研究建議………………………………………164

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