學習評量知覺的探究：以臺灣的大學師生為對象

Perception of Learning Assessment: Focus on Education Teachers and Students in Taiwan

本研究旨在探究臺灣的教育學院教師及學生的學習評量經驗及其對學習評量目的、方法及實施等看法。本研究分別設計教師及學生問卷，題目內容一致，但因應對象不同而調整文句敘述。教師問卷回收243份，學生349份，回收率皆為71%。本研究結果顯示，臺灣的教育學院的教師已覺察到當代學習評量的發展趨勢，且其評量理念、設計與實施多數能被學生理解，但仍有一些因為師生角色不同而造成的知覺差異及理念與實務間的落差現象。為了實踐高等教育促進學生學習及參與的評量理念，臺灣的教育學院的教師可以在目前的基礎與方向下繼續前進，思考師生評量知覺的相關議題，與學生進行良好的溝通，使能了解彼此的角色與期待，創造學生參與評量的機會，共同促進教學成效與學生的學習成果。

"This study aimed to explore the learning assessment experience of education teachers and students in Taiwan and their views on the purpose, methods and implementation of learning assessment. This study designed questionnaires for teachers and students separately, but the question items remained the same, with narratives adjusted according to different respondents. There were 243 teachers’ and 349 students’ responses returned; the response rate was 71%. This study found that teacher educators in Taiwan have been aware of the development of contemporary learning assessment, and most of their assessment ideas, design and implementation could be truly perceived by students. However, there were still some perceptual differences caused by different roles played by teachers and students. This study also found that there was a gap revealed between teachers’ assessment perception and practice. In order to implement more student-initiative assessments in higher education to promote student learning and participation, teacher educators in Taiwan are expected to move forward from the current strengths and direction. It would be hoped if teacher educators can communicate with students, and to understand each other’s role and expectations. This will create opportunities for students to participate in their own learning assessment, and jointly promote the effectiveness of teaching and students’ learning outcomes."