The Research of Implementation of Portfolio Assessment for School-Based Integration Curriculum-In the Model of “The Beauty of the Natural Ecology on Campus”

• Main Authors: Lin, Yi-Chen, 林以真
• Other Authors: Huang, Hon-Po
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/19135494325544885576

碩士 === 臺中師範學院 === 自然科學教育學系碩士班 === 92 === The objective of this research is to explore, on base of “The Beauty of the Natural Ecology on Campus” through the school-based integration curriculum developed by the cooperation of teachers, to design proper and practicable procedure for portfolio assessment and to observe the profession growth of the researcher throughout the entire practice. This research is practiced in the way of co-operative action inquiry method; the subject is the fourth grade students in elementary school. In addition, By way of interview, class observation, document and portfolio collection to compile information and data for research, and in multi-data-resources method to execute triangulation. After half a year of researching, the researcher reached the conclusions as follow: 1.The designing process of portfolio assessment needs constant adjustment: teaching process differs with time, location, teachers and learners; so as the designing of portfolio assessment. 2.The formalization of assessment sheets can reduce the time spent on portfolio assessing: utilizing the formalized assessment sheets, when practicing portfolio assessing, can reduce time spent on assessing students’ portfolios. 3.Students can perceive the improvement of the their own ability through the process of portfolio assessing: self-examination and feedback from other students generated from the process of portfolio assessing provide students with the opportunity to retrospect their own learning process, while the more learning ability they possess, the more learning status of their own they can observe. 4.Portfolio assessing can boost the motive of active learning: through the process of portfolio assessing, students can, while performing in multiple ways and demonstrating their various abilities, attain the experience of success, and therefore, boost their motive of active learning and enjoy themselves in the learning process. 5.The researcher can achieve distinct profession-growth: by way of co-operation, the researcher displays the distinguishable advancement on knowledge system and teaching technique, attitude and belief. Through the research, the researcher has learned that the process of designing can be time-consuming and complicated; hence, the researcher suggests that teachers form research team to save time spent on designing. Besides, while designing portfolio assessment, teachers should take students’ various learning levels into consideration to enhance their possibility of accomplishment to increase their motive for learning. Key words: School-Based Integration Curriculum, Teaching Module, portfolio assessment, co-operative action inquiry