高中地理科問題導向教學活動的多元評量：以世界體系中學習單元為例

Multi-Assessment of the Problem-Based Learning Teaching Activities in Senior High School Geography Curriculum: Taking“the World System”Unit as an Example

本文回顧多元評量的相關理論，以及素養導向試題的相關論述，以地理科部定必修「世界體系」學習單元為例，藉由問題導向學習法進行教學活動設計，並針對教學設計多元評量進行教學實驗研究。目的在探討高中地理科素養導向教學多元評量實踐的功能，及其可能面對的問題。研究成果顯示以評分規準進行實作評量能夠有效檢視學生不同面向的學習表現，更能了解學習者的學習內化狀況，但施作上仍存在實作時間不足、學習者小組合作參與度落差與教學者需提升評分規準有效性的問題。以紙筆測驗而言，因著重個人認知能力的評量，問題導向學習法與傳統講述法教學對於學習者在評量的表現上並無顯著差異。故多元評量能有效檢視學生不同面向的學習表現，本研究建議現場教師若能在教學進度與學生素質考量下，適時適度提高問題導向教學活動與實作評量比重，更能使學習者達到不同構面的學習表現。

The purpose of the research is to explore the functions and the implementation problems with different evaluation tools used in competency-based teaching activities of senior high school geography courses. The study reviewed the literature of multi-assessment and competency-based tests. The “world system” unit of the Geography Required Curriculum was taken as an example in this study. The action research used the problem-based learning method to design teaching activities and multi-assessments. The results show that implementing rubrics-based evaluation can effectively examine the learning performance of students in different aspects and better understand the learning internalization of learners. However, problems still exist in practice such as insufficient time, uneven division of labor and varied levels of involvement between learners. In addition, teachers need to improve the validity of the rubrics. In terms of written tests, due to the emphasis on the assessment of personal cognitive ability, there is no significant difference in the assessment performance of the learners between the problem-based learning (PBL) method and the traditional lecture. Therefore, multi-assessments can examine the learning performance of students in different aspects. This research suggests that if teachers can appropriately increase the proportion of PBL teaching activities and implement evaluations depending on course progress and students’ proficiency, they can better enable the learners to achieve different aspects of their learning performance.