支持學習的素養導向評量：嵌入合作學習的實踐模式與策略

Competency-Oriented Assessment to Support Learning: Practical Models and Strategies Embedded in Cooperative Learning

本文目的在探討支持學習的評量之意涵與實務，並分析嵌入合作學習的實踐模式與策略，期能有助於十二年國教素養導向評量理念與實踐的發展。首先，探討素養導向評量的意涵，以及支持學習的評量之概念發展，析論促進學習的評量與形成性評量觀點異同，並探討其新近意涵與實踐取徑。接著，再提出如何在溝通目標、教師教導、小組學習、隨堂測驗與團體歷程等合作學習歷程中，嵌入釐清學習目標與成功規準、引出學習證據、提供回饋、讓學生成為自己學習主人，以及讓學生成為彼此教學資源等支持學習的評量之模式與策略，期以整合有效教學與有效評量，協力提升學生的學習成效。最後，針對十二年國教提出建議。

This article explores the meaning and practices of assessment to support learning and analyzes models and strategies for embedding such assessment into cooperative learning. It aims to contribute to the development of competency-oriented assessment theory and practice in Taiwan’s 12-Year Basic Education curriculum. First, it discusses the concept of competency-oriented assessment and the theoretical development of assessment to support learning, with a comparative analysis of“assessment for learning”and“formative assessment,”highlighting their recent interpretations and practical applications. Second, the article proposes how assessment strategies that support learning—such as clarifying learning goals and success criteria, eliciting evidence of learning, providing feedback, enabling student ownership of learning, and activating learners as instructional resources for one another—can be embedded into key cooperative learning processes, including goal communication, teacher instruction, group learning, formative quizzes, and group processing. Finally, the article offers recommendations for advancing competency-oriented assessment under the 12-Year Basic Education framework.