專題探究課程素養導向實作評量之發展——以建中專題寫作與表達課程為例

The Design and Development of Competency-Based Performance Assessment of Project-Based Learning at Taipei Municipal Jianguo High School

近年全球的教育改革，著重學生問題解決、批判思考等能力的培養，許多國家將專題探究列為中學教育的重點。「專題探究」課程能展現全人教育的精神及素養教學的取向，呼應十二年國教課綱理念與精神。臺北市立建國高級中學開設專題探究式課程—「專題寫作與表達」為校訂必修2學分，「專題研究構想書」為重要的學習表現任務之一。本研究發展「專題研究構想書」實作評量表，以做為學生學習指引及教師瞭解學生學習表現依據，並透過多元評量方式豐富學生的學習。研究結果發現：（1）依「專題寫作與表達」課程目標發展實作評量，「專題研究構想書評量表」切合素養導向評量；（2）「專題研究構想書評量表」包含研究動機與目的、文獻探討、研究問題、研究方法、論述邏輯、語文表達六個評量向度，每個向度分成四個等級，每個等級有1-2個指標描述表現；（3）「專題研究構想書評量表」具有良好信度，經肯德爾和諧係數考驗，評分者間一致性高。建議未來此量表可擴大校內外專題探究課程使用對象，並進一步研發其他專題探究課程多元評量工具。

In recent years, global education reforms have centered around cultivating students' problem-solving and critical thinking abilities. Many countries have viewed project-based learning as the focus of secondary education. The project-based learning course can show the philosophy and spirit of holistic education and competency teaching orientation, echoing the 12-Year Basic Education Curriculum's belief and essence. Taipei Municipal Jianguo High School offers project-based learning courses. For instance, ''Approaches to Project Study and Academic Writing'' is worth two compulsory credits, and the ''Preliminary Project Proposal'' is one of the most crucial performance tasks. A ''Preliminary Project Proposal Performance Assessment Rubrics'' developed by this study serves both as a guide for students' learning and as a means of understanding students' academic performance by teachers. It also enriches students' studies through multiple assessment methods. The result showed: (1) The ''Preliminary Project Proposal'' is in accordance with the competency-based assessment by basing performance assessments on the ''Approaches to Project Study and Academic Writing'' course objectives. (2) The ''Preliminary Project Proposal Performance Assessment Rubrics'' has six assessment dimensions, including research motivation and purpose, literature review, research questions, research methods, logical argumentation, and language expression. Each dimension is divided into four grades, and each grade has one to two performance indicators. (3) The ''Preliminary Project Proposal Performance Assessment Rubrics'' has good reliability because it has experienced the Kendall Harmony Coefficient test and achieved high consistency among evaluators. It suggests that this scale of measurement can increase the number of participants in project-based learning courses both inside and outside the school in the future. And researchers can further develop other multiple assessment tools for project-based learning courses.