運用回應式評鑑於科學玩具的學校本位差異化課程之發展

Using Responsive Evaluation in the Development of a School-Based, Science-Focused Toy and Differentiated Curriculum

差異化課程為重要的教育議題，強調課程需要考量學生的不同能力與需求。由於回應式評鑑聚焦於利害關係人所關切的議題，適合運用於差異化課程的發展與評鑑。個案學校發展科學玩具競賽的學校本位課程，運用回應式課程評鑑，收集利害關係人的意見，包括教師、行政人員、學生及家長，促進彼此之間的對話，作為課程調整的考量。為能有效收集評鑑議題，本研究建構了二維的架構（縱軸為課程發展要素，橫軸為課程發展階段），並以質、量化方法蒐集資料。課程發展過程中，關注的議題持續地被提出、修訂及解決。首先在課程準備階段，利害關係人提出12個評鑑議題；課程實施階段有6個議題獲得解決；檢討回饋階段，則是5個議題衍生出其他議題、1個議題無法解決。運用回應式課程評鑑，可從關係人所關心的評鑑議題來瞭解課程的發展情形。

Differentiated curriculum is an important issue in the past decade, emphasizing that the curriculum needs to consider the different competencies and needs of students. Since responsive evaluation focuses on issues of concern of the stakeholders, it is suitable for the development and evaluation of differentiated curriculum. This case study applied differentiated curriculum in the science toy inquiry courses. Responsive evaluation was used to develop and evaluate this emerging curriculum. During the evaluation, the opinions of key stakeholders were collected to form the evaluation issues to adjust the implementation of the curriculum. Different from other evaluation approaches, the voices of students and parents could be taken into consideration in curriculum design. To effectively carry out the study, a two-dimensional evaluation issue framework was constructed, with the vertical axis as the curriculum development elements and the horizontal axis as the curriculum development stage. Data were collected by both qualitative and quantitative methods. During the process of curriculum development, issues of concern are continually raised, revised, and addressed. Results are (1) a total of 12 evaluation issues were proposed by the stakeholders in the curriculum preparation stage, (2) 6 issues have been properly handled and 5 issues have been derived other issues in the curriculum implementation stage, and (3) 1 issue could not be resolved even at the end of the curriculum. Using responsive curriculum assessment, the development of the curriculum can be understood from the issues of concern to stakeholders.