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題名 台北市國中英語教師對多元評量信念之研究
A Study on Junior High School English Teachers` Beliefs in Multiple Assessments
作者 許馨方
Hsu, Hsin-fang
貢獻者 余明忠博士
Yu, Ming-Chung
許馨方
Hsu, Hsin-fang
關鍵詞 教師信念
多元評量
teachers` beliefs
multiple assessments
日期 2007
上傳時間 6-五月-2016 17:07:06 (UTC+8)
摘要 本研究旨在探討多元化評量在國中英語科實施之情況。教育部於民國93年所提出之「國民小學及國民中學學生成績評量準則」提及，學生的成績評量可參酌建議之十二項評量評定之。本研究藉由問卷設計及訪談的方式進行，旨在了解目前國中英語科老師對多元評量功能的信念，常使用之評量方式，以及評量最常遭遇之困難。其中問卷調查是匯集143位台北市公立國中英語科教師之意見，以統計軟體SPSS 10.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析與薛費法事後分析，並訪談其中5位自願受訪的老師，以質性資料補充說明，獲得結果簡述如下：
     1. 國中英語科老師對多元評量功能上的信念，抱持正面的看法；
     2. 國中英語課堂上最常採用的三種評量方式依序為：紙筆測驗、作業、口試；教學年資不同的老師，對測驗的選擇有顯著性的差異；
     3. 國中英語科老師在實施多元評量時，最常遭遇的困難依序為：學生程度差異大、班級人數多、施測費時；性別、教學年資、以及是否參加過與多元入學相關的研習，對於實施多元評量時的困難，造成顯著性的不同差異。
      最後依據所得的結論，對教育相關單位提出具體建議，希望能做為未來落實多元評量的參考。
The study aims to investigate the implementation of multiple assessments (MA) in the English classes in junior high schools. The MOE proposed the Guidelines of Assessments for Elementary and Junior High School Students in 2004, suggesting 12 modes to evaluate students’ performances. The researcher endeavored to find out junior high school English teachers’ beliefs in MA, the assessments practiced most often in class, and the difficulties hindering teachers in employment. Both questionnaire and interview were used to collect quantitative and qualitative data from 143 English teachers in public junior high schools in Taipei City. Statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with Scheffe as the post hoc test if needed, were analyzed, and the findings were presented briefly as follows:
     1. In general, junior high school English teachers hold a positive attitude toward the functions of MA;
     2. The most common used assessments, in order, are: paper-and-pencil tests, homework, and oral tests; teachers with different seniority reflect significantly different choices of MA in use;
     3. In applying MA in class, junior high school English teachers are most hampered by the divergent levels of students in the same class, the large class sizes, and a time consuming; the variables, such as gender, seniority, and workshop-attendance, make significant difference when teachers are encountered with different difficulties in applying MA in class.
      Finally, based on the findings in this study, some suggestions were made for educational authorities concerned to develop a more mature environment for practicing MA in the future.
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     中文部份：
     王文中(1999)。教育測驗與評量：教室學習觀點。臺北：五南。
     吳毓瑩(2003)。教學評量之信念探究—松竹梅三個個案詮釋暨啟示。國立台北師範學院學報，16(1), 137-162.
     葉錫南(2000)。九年一貫課程英語科之多元化評量。英語教學，24(3)，5-28.
     趙子嘉 (1999)。談霍華德嘉納的多元智能論和英語教學。英語教學，24(2)，47-62。
描述 碩士
國立政治大學
英語教學碩士在職專班
92951017
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510172
資料類型 thesis
dc.contributor.advisor 余明忠博士zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (作者) 許馨方zh_TW
dc.contributor.author (作者) Hsu, Hsin-fangen_US
dc.creator (作者) 許馨方zh_TW
dc.creator (作者) Hsu, Hsin-fangen_US
dc.date (日期) 2007en_US
dc.date.accessioned 6-五月-2016 17:07:06 (UTC+8)-
dc.date.available 6-五月-2016 17:07:06 (UTC+8)-
dc.date.issued (上傳時間) 6-五月-2016 17:07:06 (UTC+8)-
dc.identifier (其他 識別碼) G0929510172en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94611-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 92951017zh_TW
dc.description.abstract (摘要) 本研究旨在探討多元化評量在國中英語科實施之情況。教育部於民國93年所提出之「國民小學及國民中學學生成績評量準則」提及，學生的成績評量可參酌建議之十二項評量評定之。本研究藉由問卷設計及訪談的方式進行，旨在了解目前國中英語科老師對多元評量功能的信念，常使用之評量方式，以及評量最常遭遇之困難。其中問卷調查是匯集143位台北市公立國中英語科教師之意見，以統計軟體SPSS 10.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析與薛費法事後分析，並訪談其中5位自願受訪的老師，以質性資料補充說明，獲得結果簡述如下：
     1. 國中英語科老師對多元評量功能上的信念，抱持正面的看法；
     2. 國中英語課堂上最常採用的三種評量方式依序為：紙筆測驗、作業、口試；教學年資不同的老師，對測驗的選擇有顯著性的差異；
     3. 國中英語科老師在實施多元評量時，最常遭遇的困難依序為：學生程度差異大、班級人數多、施測費時；性別、教學年資、以及是否參加過與多元入學相關的研習，對於實施多元評量時的困難，造成顯著性的不同差異。
      最後依據所得的結論，對教育相關單位提出具體建議，希望能做為未來落實多元評量的參考。		zh_TW
dc.description.abstract (摘要) The study aims to investigate the implementation of multiple assessments (MA) in the English classes in junior high schools. The MOE proposed the Guidelines of Assessments for Elementary and Junior High School Students in 2004, suggesting 12 modes to evaluate students’ performances. The researcher endeavored to find out junior high school English teachers’ beliefs in MA, the assessments practiced most often in class, and the difficulties hindering teachers in employment. Both questionnaire and interview were used to collect quantitative and qualitative data from 143 English teachers in public junior high schools in Taipei City. Statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with Scheffe as the post hoc test if needed, were analyzed, and the findings were presented briefly as follows:
     1. In general, junior high school English teachers hold a positive attitude toward the functions of MA;
     2. The most common used assessments, in order, are: paper-and-pencil tests, homework, and oral tests; teachers with different seniority reflect significantly different choices of MA in use;
     3. In applying MA in class, junior high school English teachers are most hampered by the divergent levels of students in the same class, the large class sizes, and a time consuming; the variables, such as gender, seniority, and workshop-attendance, make significant difference when teachers are encountered with different difficulties in applying MA in class.
      Finally, based on the findings in this study, some suggestions were made for educational authorities concerned to develop a more mature environment for practicing MA in the future.		en_US
dc.description.tableofcontents Acknowledgments iv
     List of Tables vii
     Chinese Abstract xi
     English Abstract x
     Chapter
     1. Introduction 1
     2. Literature Review 5
     2.1 Assessment in Learning 5
     2.2 Multiple Assessments in Learning 7
      2.2.1 Multiple Assessments 7
      2.2.2 Common Assessments in Language Learning 8
     2.3 Teachers’ Beliefs and Implementation 17
     2.4 Related Studies about Teachers’ Beliefs and Implementation 19
     2.5 Research Questions 21
     2.6 Hypotheses 22
     3. Methodology 23
     3.1 Participants 23
     3.2 Instruments 24
     3.3 Procedure 27
     3.4 Data Analysis 28
      3.4.1 Questionnaire 28
      3.4.2 Interview 30
     4. Results 31
     5. Discussion 54
     5.1 Teachers’ Beliefs in MA 55
     5.2 The Major Types of Assessments 58
     5.3Different Application of Assessments by Different Teachers 61
     5.4The Major Difficulties in Implementing MA 63
     5.5 Different Difficulties Encountered by Different Teachers in Implementing MA 65
     6. Conclusion 68
     6.1 Summary of the Study 68
     6.2 Limitation of the Study 69
     6.3 Implication 70
     6.4 Suggestions for Future Studies 72
     References 73
     Appendixes
     A The Questionnaire before the Pilot Study (Chinese Version) 84
     B The Formal Questionnaire (Chinese Version) 88
     C The Formal Questionnaire (English Version) 92
     D The Opinions about MA 96
     E Personal Information of the Participants 99
     F The Transcription of the Interviews 101
     
     LIST OF FIGURES/TABLES
     Figure 3-1 The Research Procedure 28
     Table 3-1 Questionnaire Framework 26
     Table 4-1-1 Descriptive Statistics for the Beliefs in the Functions of MA 32
     Table 4-1-2 the Percentile Distribution of Teachers’ Beliefs in the Functions of MA 34
     Table 4-2-1 Descriptive Statistics for Assessments Often Used in Class 36
     Table 4-2-2 the Independent Sample T-test Results for the Influence of Gender
     on Assessments 37
     Table 4-2-3 Analysis of Variance Results for the Influence of Seniority on
     Assessments 38
     Table 4-2-4 The Post Hoc Test Results for the Influence of Seniority on
     Paper-and-pencil Tests 39
     Table 4-2-5 the Post Hoc Test Results for the Influence of Seniority on Performance Assessments 40
     Table 4-2-6 the Post Hoc Test Results for the Influence of Seniority on
     Homework 41
     Table 4-2-7 Analysis of Variance Results for the Influence of the Present Position
     on Assessments 42
     Table 4-2-8 the Independent Sample T-test Results for the Influence of the
     Workshop-attendance on Assessments 43
     Table 4-3-1 Descriptive Statistics for the Difficulties As Applying MA 44
     Table 4-3-2 Frequency table for the difficulty of class size 45
     Table 4-3-3 the Independent Sample T-test Results for the Influence of Gender on Difficulties 46
     Table 4-3-4 Analysis of Variance Results for the Influence of Seniority on
      Difficulties 47
     Table 4-3-5 the Post Hoc Test Results for the Influence of Seniority on Difficulties 49
     Table 4-3-6 Analysis of Variance Results for the Influence of the Present Position
     on Difficulties 51
     Table 4-3-7 the Independent Sample T-test Results for the Influence of Workshop-attendance on Difficulties 53		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929510172en_US
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 多元評量zh_TW
dc.subject (關鍵詞) teachers` beliefsen_US
dc.subject (關鍵詞) multiple assessmentsen_US
dc.title (題名) 台北市國中英語教師對多元評量信念之研究zh_TW
dc.title (題名) A Study on Junior High School English Teachers` Beliefs in Multiple Assessmentsen_US
dc.type (資料類型) thesisen_US
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     中文部份：
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     吳毓瑩(2003)。教學評量之信念探究—松竹梅三個個案詮釋暨啟示。國立台北師範學院學報，16(1), 137-162.
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     趙子嘉 (1999)。談霍華德嘉納的多元智能論和英語教學。英語教學，24(2)，47-62。		zh_TW