高中音樂欣賞評量方案之協同行動研究

A Collaborative Action Research of Music Appreciation Assessment for Students at a Senior High School in Taiwan

本研究採協同式行動研究設計藉由實施音樂欣賞教學評量方案，瞭解評量內容與策略、實施歷程與成效。研究者進行教學現場觀察，以錄音及錄影方式瞭解協同教師課堂實施評量方案的情形，並且於研究後實施學生問卷，以了解學生對於評量活動之看法。本研究之結論與建議如下：一、高中音樂欣賞教學評量方案策略可有效包含分組搶答、學習單、口頭問答、實作、分組討論、分組資料蒐集、以及紙筆測驗等評量活動。二、口頭問答能獲得學生快速且直接的回饋，教師應事先設計題目並有目的的進行評量檢核；紙筆測驗活動不會讓學生感到排斥，且能幫助學生有效複習學習內容。三、學生分組的資料蒐集活動，可為高中音樂欣賞之檔案評量資料內容奠基。四、分組搶答活動進行時，教師應清楚告訴學生活動目的及進行方式，以提高成效；設計不同題型的學習單並搭配教師講解，可讓教學及評量效果事半功倍；準確的實作評量設計，讓老師更瞭解學生的學習成果；分組討論可激發學生與同儕間的創意思考，提高參與感及學習成效。 The purpose of this study was to find out how multiple assessment tools could be appliedin music appreciation classes at a senior high school in Taiwan. According to the curriculum plan and the needs of students, the researcher and the collaborating teacher discussed, designed, and revised the music appreciation assessment tools. The data included the diaries of designing and applying the music appreciation assessment tools, questionnaires for students, teacher and researcher’s reviews, and the observation of music classes. The results are as follows:1. Multiple assessment tools were properly designed and applied to music appreciationclasses.2. Oral question and answer activities may encourage students to express thoughts their learning more if teachers design appropriate questions in advance; the paper and pencil test was quite acceptable for students and promoted students’ learning effectively.3. Students’ group discussions may serve as the basis for students’ learning portfolios.4. The teacher should explain to students the purposes of group competition activities, which may inspire students’ creative thinking and interpersonal skills. Types of worksheets and performance assessment may reflect students’ learning appropriately.

The purpose of this study was to find out how multiple assessment tools could be appliedin music appreciation classes at a senior high school in Taiwan. According to the curriculum plan and the needs of students, the researcher and the collaborating teacher discussed, designed, and revised the music appreciation assessment tools. The data included the diaries of designing and applying the music appreciation assessment tools, questionnaires for students, teacher and researcher’s reviews, and the observation of music classes. The results are as follows:1. Multiple assessment tools were properly designed and applied to music appreciationclasses.2. Oral question and answer activities may encourage students to express thoughts their learning more if teachers design appropriate questions in advance; the paper and pencil test was quite acceptable for students and promoted students’ learning effectively.3. Students’ group discussions may serve as the basis for students’ learning portfolios.4. The teacher should explain to students the purposes of group competition activities, which may inspire students’ creative thinking and interpersonal skills. Types of worksheets and performance assessment may reflect students’ learning appropriately.