「由學生從事評估」以促進學習之研究：以一所香港中學為例

A Case Study of Student-Involved Assessment for Enhancing Learning in Hong Kong

本文報告一項由學生從事課堂評估的研究成果，以一所香港中學多位中、英語文教師為對象，研究採用課堂觀察、教師訪問、教學反思及學生焦點團體晤談等方法，探求「由學生從事評估」（Student -involved Assessment，SIA）對促進學生學習的影響。研究發現，在一貫由教師負責評估的教學傳統中，重視學生素質培養、自我調整和終身學習能力的SIA策略，能夠發揮以下作用：（一）促進學生的高層認知，填補學習落差；（二）提升學生的自我效能感；（三）激活學習策略的運用。研究同時指出，在考試導向根深蒂固的文化中引進SIA面對的挑戰，評估應否算分和怎樣算分足以影響SIA策略的成敗。根據上述討論，本文還提出了若干教學和研究方面的建議。

This paper reports a research study which examined the application of student-involved assessment (SIA) in the Chinese and English language classrooms in a secondary school in Hong Kong. Data were collected through lesson observation， teacher interviews， reflective reports and student focus group interviews. The aim of the study was to investigate the impacts of SIA on teaching and learning effectiveness within a teacher-oriented assessment tradition. The findings of the study reveal the emphasis of SIA on the development of student autonomy， self-regulation and capacity for life-long learning; and its impacts on (1) enhancing the development of students’ metacognitive knowledge for closing achievement gap; (2) developing a sense of self-efficacy in the students; and (3) promoting the application of learning strategies. This paper will conclude with a discussion about the challenges involved in the use of SIA within an examination-oriented culture， and propose directions for further research.