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篇名
技術型高中專業群科教師素養評量的困境
並列篇名
The Predicament of Competency-Based Assessment of Professional and Practical Subject Teachers in Vocational High Schools
作者 曾淑惠 (Shu-Hui Tseng)
中文摘要
十二年國民基本教育(以下簡稱十二年國教)新課綱已於108學年開始實施,新倡議的素養導向評量成為教育現場教師們關切的焦點,其中技術型高中專業群科教師又面臨實施實作能力評量的額外需求,值此新課綱全面啟動之際,探究專業群科教師對素養評量是否知覺困擾就顯得十分重要。據此本研究的目的有三,一在調查專業群科教師對實施專業與實習科目素養評量困境的意見,二在驗證評量困境的內涵與結構,三為彙整教師素養評量困境的因應策略。為達研究目的,本研究採問卷調查及專家座談法,共計獲得專業群科教師548位回復正式問卷,12位參與座談。研究結果共計獲得四項結論:(一)專業群科教師素養評量的困境可以歸納為評量知能、外部資源及情境影響三因素;(二)專業群科教師素養評量的困境知覺程度不高,但以情境影響因素的「政府對專業及實習科目的學習評量政策不明確」最受到認同;(三)教師對實施素養評量各困境題項的意見,會受到公私立別、是否為合格教師及專業類科別的影響;(四)素養評量困境的因應策略,以教師自我精進的自覺與行動為起點,並期盼政府建置完整的實施機制與不同群科評量命題示例後再行推動。
英文摘要
"Since the implementation of the 12-Year Basic Education Curricula in 2019, the competency-based assessment has become the focus of the teacher’s attention. Among them, professional and practical subject teachers in vocational high school are facing this additional requirement, the implementation of practical ability assessment. On the occasion of the full launch of the new guidelines, it is important to inquire whether the teachers are perceptually troubled by competency-based assessment. Thus, this study aims to survey professional and practical subject teachers for their opinions to the predicament of competency-based assessment, to verify the content and structure of the predicament, and to gather teachers’ coping strategies. This study was proceeded by means of a questionnaire investigation and focus group interview. 548 sample questionnaires from professional and practical subject teachers were collected. 12 teachers attend the focus group interview. The conclusions are as follows: 1. The predicament of professional and practical subject teachers can be induced into three factors: competency assessment, external resources, and contextual influences. 2. Although the level of predicament perception of competency-based assessment for professional and practical subject teachers is not high, the 'government's unclear policies of practicum subject learning assessment' based on contextual influences are most recognized. 3.Teachers' opinions on the items of the implementation of the competency-based assessment will be affected by whether they’re from public or private schools, whether they are certified teachers, and which professional subject group they are in. 4. Strategies for coping with the predicament of competency-based assessment starts from teachers’ self-improvement consciousness and action, with the hope that the government will set up a thorough implementation mechanism and examples of evaluation for different subjects before taking further steps."
起訖頁 87-109
關鍵詞 素養導向評量專業群科教師學習評量competency-based assessmentprofessional and practical subject teacherslearning assessment
刊名 台灣教育研究期刊  
期數 202105 (2:3期)
出版單位 台灣教育研究院
該期刊-上一篇 面向工業4.0的技職教育課程發展之道
該期刊-下一篇 高等教育機構因應原住民族大專生在校學習適應的因應策略
 

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