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研究生:宋淑英
研究生(外文):Shu-ying Sung
論文名稱:檔案式評量對高中生英文學習之效益研究
論文名稱(外文):THE EFFECTS OF A PORTFOLIO PROJECT ON THE ENGLISH LEARNING OF SENIOR HIGH SCHOOL STUDENTS
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:121
中文關鍵詞:檔案式評量英文學習英文讀寫思考能力評量
外文關鍵詞:portfolio assessmentportfolio projectlanguage learningreadingwritingthinkingassessment
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  • 被引用被引用:3
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本研究旨在探討檔案式評量對高中生英文學習的效益。文中探究了在檔案式評量中,學生對英文讀寫的態度,學生對閱讀、寫作、思考能力的反應,以及學生對檔案式評量意見。
參加本實驗之受試者為七十一位高中一年級學生,在實驗進行的十六週中,研究者觀察學生在課堂上的反應。在實驗結束後,學生回答一份有關對檔案式評量的問卷,進而本研究者訪談了一些學生,並對學生的學習檔案作分析。
本研究的主要發現如下:
1. 檔案式評量提高了學生學習英文閱讀及寫作的興趣。
2. 檔案式評量增進了學生閱讀的知識、閱讀理解和閱讀技巧。
3. 檔案式評量提昇了學生寫作的組織、單字及句子的應用和技巧。
4. 檔案式評量幫助學生發展高層次思考和反省能力。
5. 多數學生贊成老師用檔案式評量來評量他們的學習成就。
基於研究結果,茲提供以下教學建議:
1.外語教師應利用檔案式活動來提供學生有意義的情境幫助學生
學習目標語。
2.外語教師應利用檔案式評量活動幫助發展學生高層次思考
自我反省能力。
3.外語教師應採用類似檔案式評量的評量工具來評鑑學生,以便有
更多的證據查驗學生在語言學習中之優點及缺點。
This study investigated the effects of a portfolio project on English learning for senior high school students. Specially, students’ attitudes toward English reading and writing, their responses to reading, writing, and thinking abilities in the project and their attitudes toward the portfolio assessment are investigated and discussed.
The subjects of the study included 71 tenth-grader students in senior high school in Kaohsiung. A sixteen-week study was conducted in the portfolio project. In the data collection, all the students’ writing portfolios were collected. The researcher observed the students’ attitudes toward the project, collected the data of the students’ responses to the portfolio project in a questionnaire after the study, and then interviewed some students about their responses to the portfolio project. Based on the data analyses, both quantitative and qualitative, the findings of the study are summarized as follows:
1.The portfolio project helped motivate the students to
learn English. Most of the students become more
interested in reading and writing at the end of the
study.
2.The portfolio project was found to be effective in
students’ reading ability. The students expressed
that their reading knowledge, comprehension and skills
had been improved.
3.The students showed positive responses to their writing
abilities in the project. They expressed that their
writing abilities in organization, vocabulary use and
sentence expression had been promoted a lot.
4.The students enhanced thinking skills and self-esteem.
5.The students expressed positive attitudes toward the
portfolio assessment in evaluating their learning
processes and products.
On the basis of the study findings, the researcher suggests that EFL teachers make use of portfolios in the classroom setting to provide meaningful environments for students to use the target language. In addition, EFL teachers should use portfolio assessment to promote students’ higher-level thinking and self-reflection. What’s more, EFL teachers should adapt appropriately alternative assessments, such as portfolios, to evaluate students, so they will have a wide range of evidence to judge the strengths and weaknesses of students in language learning.
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Statements of Problems 3
Purpose of the Study 5
Research Questions 5
Significance of the Study 6
Definition of Terms 6
Limitation of the Study 7
CHAPTER TWO LITERTURE REVIEW
Language Learning and Language Assessment 8
Language Learning 8
Language Assessment 10
Traditional Language Assessments 13
Use of Portfolios 16
Definition and Components 16
Principles ad Models 18
Merits and Demerits of Portfolios 21
Merits of Portfolios 21
Demerits of Portfolios 27
Reading and Writing Development in Portfolios 28
Thinking Development in Portfolios 31
CHAPTER THREE METHODOLGY
Subjects 34
Instruments 35
Classroom Observation 35
RecordsA Questionnaire on Students’ Responses to the
Portfolio Project 36
Interview ProfilesStudent 36
PortfoliosValidity and Reliability of the instruments 37
Procedures 38
Data Analysis
Quantitative Analysis 41
Qualitative Analysis 41
CHAPTER FOUR RESULTS AND DISCUSSION
Classroom Observation Records 43
Questionnaire and Interview Profiles 45
The Students’Attitudes Toward English Reading and
Writing 45
The Students'' Responses to Their Reading
Abilities 48
The Students’Responses to Their Writing Abilities 50
The Students’Responses to Their Thinking Abilities 53
The Students’ Attitudes Toward the Portfolio
Assessment 56
Student Portfolios 68
Reading And Writing Content 69
Development of Reading and Writing 70
Thinking Experience 73
Art Design and Creativities 74
Enhancement of Self-Confidence 75
CHAPTER FIVE CONCLUSIONS, IMPLICATION AND SUGGESTIONS
Conclusions 77
Pedagogical Implications 80
Suggestions for Future Studies 82
REFERENCES 84
Appendix A: A Questionnaire on Students’ Interest and Background 99
Appendix B: A Questionnaire on Students’ Reponses to Portfolio Project 100
Appendix C: Self Analysis of Writing 102
Appendix D: Peer Response Sheet 103
Appendix E: Sample Portfolio I 104
Appendix F: Sample Portfolio II 111
Appendix G: Two Sample Writings on " My Favorite Festival ” in Portfolios 120
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