Promoting Alternative Assessment via Teacher Development Group：A School-based Action Research

• Main Authors: Po-Ling Lue, 劉珀伶
• Other Authors: Sang-Chong Lieu
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/79247961384716420256

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 89 === As the schools of Taiwan are struggling with ways of implementing National 1-9 Curriculum Guidelines into practice, this study argues that the only way for carrying out this mission will rely upon teachers’ professional ability of teaching. Concerning the feasibility of this idea, this study intends to investigate how teachers’ professional growth can be achieved via joining a teacher development group. Two major questions were asked in this study: One, abiding by school-based principles, what obstacles or limitation a development group for promoting alternative assessment will encounter in an elementary school? and to what extent a development group may impact upon teacher’s professional growth? Second, to what extent the promoted alternative assessment may impact upon teachers’ professional growth and students’ learning? Action research was adapted. A feedback loop of action research such as planning, taking action, revising and re-planning was carried out continuously during the research period of time in order to match the research goals and the field situation. The study field is an elementary school the researcher currently employed. Observing subjects were participating teachers who joined the development group. The number of teachers may fluctuate from the top of thirty something to ten something; yet there were about fifteen teachers always participating the group along the research time. Data collection and result analysis were proceeded in accordance with triangulation principles. The results of this study indicate that organizing a teacher development group in an elementary school to promote teachers’ professional growth is feasible. From the data collected and the process of promotion, the researcher concluded that the environment and atmosphere of the development group not only helped participant teachers to have higher learning motivation, helped participants to see the values and feasibility of alternative assessment through sharing and discussing, it also helped to build up strong bonds among participants and thus unite participants to realize the school as a learning organization. As for the impacts of alternative assessment, the researcher found that varied assessment approaches were indeed taken during the research time. Participant teachers created and applied many different assessment practices in a variety of teaching contexts, and thus their ability of utilizing different assessment approaches for different teaching goals was increased. Many different forms of student assessment work will displayed in the thesis. The possible impacts upon students’ learning will be discussed, too. Result discussion and recommendations for further research will be elaborated in detail in the thesis. Key words: teacher development group, alternative assessment, school-based, action research