英國國定課程評量的沿革與其對十二年國民基本教育課程評量的啟示

Evolutions of the National Curriculum Assessment in England and Its Implications for the Assessment of the 12-year Basic Education Curriculum in Taiwan

英國1988 年的教育改革法案通過國定課程與評量的實施，按照學生年齡 分為四個關鍵期，在各關鍵期末（7 歲、11 歲、14 歲和16 歲）安排學生接受 評量，並公布學校的表現，供家長作為選擇學校的參考。本文藉由文件與文獻 的分析，回顧並闡述自1987 年國定課程評量規劃期以降，各朝政府重大的評 量政策、實務與課題，並探討其脈絡與影響。本文同時檢視與評析當前國內配 合十二年國民基本教育改革推出之重大的評量方案與措施，在國內既有的基礎 上，參酌英國國定課程評量實施的經驗，提出十二年國民基本教育課程評量之 規劃與實施建議，包括：根據課程綱要訂定各學習階段的期望表現或標準，強 化「臺灣學生學習成就評量資料庫」（TASA）的學力監控功能，整合TASA 協助縣市辦理學力檢測計畫與補救教學科技評量，重新思考國中教育會考的目 的與定位，及規劃與推動全方位的教師評量。

The British Education Reform Act of 1988 introduced the national curriculum and national assessment in England and Wales. The curriculum was structured into four key stages， and pupils were assessed at or near the end of each key stage (ages 7， 11， 14 and 16). The school performance tables were published to help parents make informed decisions. This article aims to present an account of the development and changes in the England national curriculum assessment from its original blueprint in 1987 to the current time through reviewing official papers， documents， and related academic articles. This article also examines the current assessment projects and programs for the 12-year Basic Education in Taiwan. Based on the recent assessment innovation efforts of the 12-year Basic Education and the assessment experience of England， the author proposes suggestions for the design and implementation of the assessment of the 12-year Basic Education Curriculum as follows: 1) Establish expected achievement standards for each learning stage based on the 12-year Curriculum Guidelines. 2)Enhance the long-term trends monitoring function of National Taiwan Assessment of Student Achievement (TASA). 3)Integrate regional TASA and remedial instruction-technology-based testing programs. 4) Re-clarify the purposes of the Comprehensive Assessment Program for Junior High School Students. 5) Plan and implement comprehensive teacher assessment policies.