校長情境式影片評量信效度考驗及應用情形之研究

An Application of Reliability and Validity of Situated Assessment on Video Mode in the Context of School Principals

教育者常希望使用實作評量，以越接近真實情境的試題來評斷出學生學會的知識或能力，然而，受限於人數與經費，試題要能直接在實作評量的脈絡來操作具有其困難度。本研究團隊以新的嘗試，透過校長儲訓班的期末測驗，將情境試題跳脫傳統文字敘述的模式，而是將文字中的學校情境拍攝成影片，並請學員設身處地為影片中的校長情境來著想，研擬出解決的方式與策略。在受試者接受測驗之後，以問卷方式調查受試者對於影片式情境評量的滿意度與建議，研究結果發現影片式情境評量在做法上具有創新性，但在執行上需注意細節方能達到成效。此外，影片式情境題的作答滿意度和受試者的背景有相關，雖然信效度尚在可接受的範圍，但仍有進步的空間。

Performance assessment is commonly used for education researchers to evaluate student's knowledge or ability. However, due to the limitation of resources, it is difficult to conduct performance assessment directly. Instead of using the traditional written language to describe the test items in the final exams of pre-service principals training programs. We tried to use the role play on videos to visualize the test items. The pre-service principals need to see the videos and then answer the questions. After the pre-service principals finishing the test, we surveyed their satisfaction and suggestions of this type of situated assessment. The results show that situated items displayed via video is quite creative, however there are some details need to be taken care of. In addition, the satisfaction of this type of assessment is closely related to the testee's background. Although the test result show an acceptable reliability and validity evidence, there is still room for improvement.