英文摘要 |
This study aimed to study the implementation method of multiple assessment and thematic curriculum embedded in community, and discusses the difficulty and solution method. The subjects of this study included children, parents, and teachers of the kindergarten that the researcher works. This study utilized qualitative method to collect texts and non-textual information through interview, observation, questionnaire, document and video and audio files. Based on the analysis of the obtained data, multiple assessment process includes beginning assessment, formative assessment and summative assessment, applying teaching activities to do 'performance evaluation', doing 'corner evaluation' through children's learning activities in corners, and using 'creation and role play' to be the observation dimensions. Additionally, coupled with the participation of parent-child activities, this study also designed a parent-child learning list and observation tool to perform 'at-home observation evaluation feedback.' Through the above multiple assessment tools, this study collected children's thematic learning data, constructed 'children's learning file evaluation' to perform a feedback and evaluation. Additionally, the difficulty in the process of multiple Assessment included the practice of assessment tool, limited manpower, parents cooperation, and this study proposed the solution for questions above. |