從政策、學校與社群探究教師課室評量的實踐

Educational Assessment: A Study of Taiwanese Policies, Schools, and Teacher Communities

課室評量的實踐牽動十二年國教課程理念與目標能否順利轉化到課室中，教師實踐課室評量是受到情境脈絡因素的影響，包括入學考試、縣市層級課程領導、學校領導與氛圍、教師社群等。本研究之目的在探究政策、學校與社群如何影響教師課室評量的實踐，探討以下三個研究問題：（一）評量的相關政策對於課室評量的實踐有哪些影響？（二）學校氛圍與教師社群如何影響課室評量的實施？（三）教師在實施課室評量的挑戰與機會為何？本研究採用深度訪談法，訪談對象為立意選取具備課室評量專長的國中與高中教師共七位以及一位評量領域的學者專家。依據研究問題與訪談內容歸納出研究結果：教師課室評量的實踐受到入學考試、縣市的課程領導、學校氛圍與教師社群的影響；升學主義的情境脈絡下教師缺乏課室評量的認同感與實踐知能；然而當教師社群具有探究與反思的氛圍時，可以調節轉化高風險考試的壓力，有效地實踐課室評量落實課程理念與目標。本研究依據結果提出三個建議，包括發展評量指引、建立評量的協作機制、提升教師課室評量的知能。

Classroom assessment is vital to the effectiveness of the competency-based curriculum in Taiwan’s 12-Year Basic Education. The present study investigated how policies, schools, and teacher communities influence the practice of classroom assessment by teachers. The study addresses the following three research questions: (1) How do assessment policies affect teachers’classroom assessment practices? (2) How do school culture and teacher communities influence teachers’implementation of classroom assessment? (3) What challenges and opportunities do teachers face in the practice of classroom assessment? This study employed qualitative, in-depth interviews with seven junior and senior high school teachers selected for their expertise in classroom assessment and with one scholar specializing in classroom assessment. The study revealed that entrance exams, education policies, school culture, and teacher communities significantly influence teachers’practice of classroom assessment. Teachers’primary challenges in implementing classroom assessment include a lack of motivation to conduct them appropriately and a lack of guidance on how to administer assessment properly. On the basis of these findings, this study proposes that guidelines be developed for assisting instructional assessment; fostering a positive classroom environment that nurtures a love of learning; establishing collaborative mechanisms for assessment; and aligning policies to connect curriculum, instruction, and assessment.