專題探究課程檔案評量之發展──以建中「專題寫作與表達」課程為例

The Design and Development of Portfolio Assessment of“Approaches to Project Study and Academic Writing”at Taipei Municipal Jianguo High School

檔案評量是符合素養導向的多元評量方式之一，但也常見其困難與限制。發展適切檔案評量實施方式，與具有信效度的工具，是十二國教課綱實施的一重要議題。本研究目的在探討專題式課程──建中校訂必修「專題寫作與表達」，實施檔案評量的適切性與發展評量工具，並檢驗工具的信度與效度。研究結果發現：1.專家諮詢認同在「專題寫作與表達」課程實施檔案評量的適切性，師生都肯定有助了解學習成長與進步，學生也將本課程檔案評量的學習遷移到其他學科；2.「專題寫作與表達」課程檔案評量的實施方式適切可行；3.「專題寫作與表達」檔案評量表包含摘要、檔案呈現、自我評量與學習省思、成果選擇四個向度，五個評分等級；4.檔案評量表具有良好信度與效度：以肯德爾和諧係數考驗達顯著水準，評分者間一致性高；以期中測驗分數做為效標進行相關係數考驗達顯著水準，具有良好的效度。建議未來可將本檔案評量實施擴大運用至其他科目與他校專題探究課程，並將檔案評量結合學生學習歷程。

Portfolio assessment is one of the multiple assessment methods that conform to the competency-oriented assessment. Developing appropriate implementation methods in portfolio assessment and portfolio assessment tools with good validity and reliability are important issues in implementing the 12-Year Basic Education Curriculum. The purpose of this research is to investigate the appropriation of implementing portfolio assessment, the development of the portfolio assessment rubrics in project-based learning course: “Approaches to Project Study and Academic Writing” in Taipei Municipal Jianguo High School. The results showed: 1. Expert consultation agreed that the implementation of portfolio assessment in the “Approaches to Project Study and Academic Writing” course was appropriate. Teachers and students affirmed that portfolio assessment was helpful to understand growth and progress while learning, and students also transferred the learnings of this course to other disciplines. 2. The implementation of the portfolio assessment in the “Approaches to Project Study and Academic Writing” course was appropriate and feasible. 3. The portfolio assessment rubrics in “Approaches to Project Study and Academic Writing” include four evaluation dimensions and five grading levels: portfolio abstract, portfolio presentation, self-evaluation and reflection on learning, and selection of learning outcomes. 4. The portfolio assessment rubrics had good reliability. It reached a significant level in the Kendall Harmony Coefficient test and achieved high consistency among evaluators. The mid-term exam grades were used as the criteria and examined the criterion validity, and the result showed good validity. It suggests that the application of this portfolio assessment implementation procedure can enlarge to other schools and other subjects.