提升我國教師學習歷程檔案專業素養可行作為

Promoting Teachers’Professional Competencies in Learning Portfolio Assessment

我國十二年國民基本教育課綱總綱在推動高級中等學校評量中包含部定必修、校訂選修之外，加入了學生多元表現，形成學習歷程檔案基本架構。學習歷程檔案為檔案評量導向的實踐類型。除了呼應檔案評量基本精神，協助達成十二年國民基本教育目的之外，亦期待能協助高級中等學校學生反思個人學習狀況，達成有效生涯進路與符合全球公民目標。而能協助達成高級中等學校學生達成此目的的關鍵人物中，教師扮演極重要之角色。因此本文就課綱精神以及數個先進國家推動學習歷程檔案之經驗，提出協助教師本身在檔案評量專業素養的有效作為、校方與外部專業支持對於教師在學習歷程檔案素養協助具體可能方向，進而協助高級中等學校學生體現自主學習的價值與自我生涯發展的定向。

In Curriculum Guidelines of 12-Year Basic Education, the senior high school students assessments were composed of performance from three parts: curriculum mandated by Ministry of Education, School-developed curriculum and multifaceted performance. These three parts were served as a fundamental framework for the learning portfolio. Learning portfolio can be a form of portfolio assessment practice prototype. Learning portfolio assessment not only represented essential ideas of portfolio assessment, achieves 12-year basic education goals, but also helped these students to reflect on their own learning; furthermore, it was beneficial to the students on setting career goals and becoming one of the roles of global citizens. Among so many personnel’s contact with senior high school students, teachers played a pivotal role in senior high school students’ learning portfolio performance assessment. This article also proposed some possible ways to incubate teachers’ professional competencies in helping senior high school students on individual’s learning autonomy values and career development anchor.