讀寫檔案省思評量活動對提升國小學生讀寫省思能力及讀寫能力之成效

The Effects of Literacy Portfolio Reflection Assessment Activities in Enhancing Children's Competency of Literacy Reflection and Literacy

本研究主要目的在探討讀寫檔案省思評量活動對兒童讀寫省思能力及讀寫能力的提升效益。研究者以臺南市某國小四年級兩班的學生為研究對象，一為實驗組，一為控制組，於活動中發展一系列省思記錄工具及省思能力評分規範，分三階段定期實施、評分與回饋，以引導實驗組學生對六個省思重點進行定期反省思考，活動總共持續16 週。研究結果顯示，實驗組學生的讀寫省思能力後測分數顯著高於控制組學生；另一方面，實驗組與控制組學生在讀寫能力後測分數上並無顯著差異。此外，隨著評量活動的進展，實驗組學生在接受教師給予的省思回饋後，在各省思重點上大致呈現成長改變的趨勢，而控制組學生則否。本研究建議未來的教學宜做好讀寫省思能力評量與讀寫能力教學的緊密連結，而未來的研究可強化實驗組與控制組教師在讀寫檔案教學內涵異同的系統性比較，並進一步探討讀寫省思能力評量分數的信、效度議題。

The main purpose of this study was to explore the effects of literacy portfolio reflection assessment activities in improving children's competence of literacy reflection and literacy. Two classes of 4th grade in an elementary school from Tainan City were selected as samples by purposive sampling， and were divided into experimental and control group separately. Through a series of reflection activities in three phases and scoring rubrics developed by the researcher， the experimental group needed to reflect their studies in writing and reading based on a six-point scale. During the sixteen weeks of experimental period， the students in experimental group were given literacy and literacy reflection competence tests in the first and last weeks， and other worksheets were provided in between.The results showed that the literacy reflection competence in experimental group was higher than the one in control group， which means the portfolio reflection assessment activities did improve children's literacy reflection competence. However， there was no difference in the enhancement of literacy proficiency between the experimental and control groups. In addition， after receiving teacher's feedback， the children showed tendency towards progress on each aspect of reflection.The results suggest that instruction should thoroughly elicit children's reflection motivation， regular curriculum should involve reflection activities， and reflection competence assessment should be highly connected with literacy instruction. A further study could systematically compare the portfolio instruction and reflection assessment between experimental and control groups， and focus on the issues of reliability and validity of reflection results.