指向跨領域素養的專題式學習評量量表的編製

The Development and Validation of Project-based Learning Assessment Scale for Interdisciplinary Literacy

培養學生的核心素養是教育發展的重要指向，跨領域素養作為核心素養重要的組成部分，其評量之研究也應受到如學科素養般重視。在中國大陸義務教育階段，關於核心素養評量的研究大多是基於特定學科視角下的學科素養研究，且很少關注小學生群體。編製落實到課程評量的跨領域素養評量工具，對以核心素養為導向的課程改革具有重要意義。在參考各國核心素養理論框架基礎上，結合專題式學習特徵，編製出初始量表。選取典型的研究對象對初始量表進行預測，採用項目分析和探索性因素分析刪除不合適題項，並通過信度和效度檢驗，形成正式量表。正式量表共18題，包含文化理解與傳承素養、審辨思維、創新素養、合作溝通素養、數字學習素養五個向度，可用於測評小學四到六年級學生在專題式學習下的跨領域素養發展狀況與水準。

Cultivating students' key competencies serves as an important guideline in the educational development. As an important component of key competencies, interdisciplinary literacy research deserves to receive the same attention as the evaluation of subject literacy. However, in the compulsory education stage of mainland China, most studies on key competencies assessment are based on subject literacy research from a specific subject perspective, while little attention is paid to primary school students. Thus, the development and validation of interdisciplinary assessment tool that are implemented in curriculum evaluation is of great significance to the key competencies-oriented curriculum reform. Based on the theoretical frameworks of key competencies in various countries and combined with the characteristics of project-based learning, we introduce an initial scale for project-based learning evaluation targeting interdisciplinary literacy. The formal scale is developed by selecting typical research objects to predict the initial scale, using item analysis and exploratory factor analysis to delete inappropriate items, and passing reliability and validity tests The formal scale has 18 questions, covering five dimensions: cultural understanding and inheritance literacy, critical thinking, innovation literacy, cooperative communication literacy, and digital learning literacy. It can be used to evaluate the development status and level of interdisciplinary literacy of primary school students in grade four to six under the education of project-based learning.