The configurations and stage of concerns of elementary teachers implmenting portfolio assessment in social study

• Main Authors: Chan, Pao-Jing, 詹寶菁
• Other Authors: Chen Li-Hau
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/77788794796762003046

碩士 === 台北市立師範學院 === 國民教育研究所 === 86 === The purpose of this study was to understand the process ofteachers'' implementation of the portfolio assessment. This study was conductedin a third and a sixth grade class at a urban elementary school in Taipei city.Data were collected by classroom observations, teachers'' and students''interviews,and artifacts analyses. The data were analized in three categories:(1)Teachers'' configurations of implementing portfolio assessment;(2)thedevelopment of teachers'' stage of concerns( SoC); and (3)factors thatinfluenced the implementation of portfolio assessment. Data gathered in thisstudy indicated that: (1)Teachers had different configurations of implementingportfolio assessment; (2)the implementation of portfolio assessment hadinfluences on teaching; (3)the factors that influenced the implementationincluded the atmosphere of school assessment, classroom environment,students'' age, teachers'' belief and experiences of assessment, and theinteraction between teachers and students; (4)teachers had different processesof SoC in implemment portfolio assessment; and (5)the factors that influencedthe development of SoC included teachers'' self-confidence, former workingexperience, working culture of teachers, time pressure of teaching, andstudents'' age. According to above findings, the study provided somesuggestions for implementing portfolio assessment, further study andelementary educators.