體育成績考查標準的選擇與設定

The selection and setting of grading standards in physical education

對在職體育教師來說，如何選擇與設定成績考查標準的問題經常使他們感到困擾。因此，在這篇研究中，我們試著去檢驗何謂常模與效標參照標準，並以動作技能評分作為例子，在實踐中思索依循任一評分標準系統的實質意義，期能促進教育理論與實踐之連結。我們隨後主張，評分標準的選擇與設定不僅需奠基於測驗與評量的理論上，亦應根植於教師的日常教學實踐上，因為在不同的體育教學境況中，使用常模或標準參照標準皆有其優劣得失。此外，以我們對評分的思考與經驗來說，評分作為教育評價的一環，其本質上即為一種價值涉入的排序行為，必須能進一步對體育課程實施與教學實踐做出貢獻。最後，在結語中，我們將討論有關評分標準的研究，對於體育教師、教育學術研究者以及教育行政人員各項教育業務推動之啟示與建議。

The question about how to select and set the grading standards usually bothered in-service PE teachers. In the regard, this study tried to examine what the norm- and criterion-referenced standards were and what the substantial meaning was. By providing the grading of motor skills as the example, this study alternately utilized both standard systems in the grading practice to promote the connection between theory and practice in education. As a result, we argued that the selection and setting of grading standards should base on not only theories of measurement and assessment, but on teachers' daily teaching practice since adopting norm- or criterion-referenced standards has its pros and cons under different physical education circumstances. Moreover, as part of educational evaluation and a value-involved ordering process from our thinking and experience, grading has necessarily benefited the curriculum implementation and teaching practice in physical education. From our examination, implications and suggestions for PE teachers, education researchers and policy administrators in the future were discussed in the final conclusion section.