Implication in the research and praxis of topic-based assessment

• Main Authors: LiCheng Hsiao, 蕭立成
• Other Authors: FangYu Hwang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/23707002849867802024

碩士 === 國立臺灣師範大學 === 化學研究所 === 92 === Assessment-led reform can promote higher standards of teaching, more powerful learning, and more credible forms of public accountability. Besides the traditional pen and paper test, development of alternative assessment such as portfolio and performance assessment is gradually emphasized in science education as the attempt to foster higher order thinking skills, motivation and attitude to learning as well as the understandings of the context for students, while the endeavor to prevent the injury induced by over-differentiation from traditional assessment is designed. Moreover, the combination of the results of multi-dimensional evaluation for the whole learning achievement and feature is not allowed to neglect. Topic-based assessment corresponded to the coordinate underlying didactical structure around the subject matter of a specific theme is consequently proposed in the form of pen and paper test with the open-ended manner , and is aimed at identification of transformative space for teachers and students under the present assessment regime. The research based on qualitative interpretation integrated with quantitative evaluation data is distinguished into two stages：The first stage is the questionnaire survey employed to investigate how students solve the phenomena challenging existed beliefs. The profile about higher-order thinking for high school students is illustrated through both multiple perspectives including concept status, modeling ability, intellectual development and statistical chi-square test as complements each of the other. In the second stage, Topic-based experiment is devised from the subject matter used in the previous stage, and conventional experiment close to everyday life characterized by factual knowledge is additively designed by contrast. High school students selected to fill in the assessment tools of two experiments were analyzed with statistical methods such as correlation coefficient and T-test, and furthermore were appraised by the yardstick revised from Perry (1970) schema. The significant findings summarizing literature analysis and research results are as follows：(1) Students’ performance on the problems with conflicting solutions or the needs to complex judgment are under the influence of task or test use of topic-based assessment. (2) There are distinguishing differences between senior and junior high school students on reasoning framework, modeling level, intellectual position, but are similar conceptual statuses for topic-based assessment. (3)High school students confronting dilemmas are disposed to hold the retention attitude and when they carry on the judgment, often takes the ponder foundation by the most proportions principle. (4)Gifted students probably transcend teaching materials superficial content and broaden the epistemological scope into something about matter or perceive the limitation of concept, except the better learning motivation and achievement which generally known very well. (5) Classes diversity can emerged from topic-based assessment more than conventional assessment. (6)Practice activities as a bridge from the attention of life experience to the inquiry of substance composition using chemical theory, have significance on the enhancement of participation and playfulness disposition concerning whole learning, especially for learning motivation activation and learning achievement reaching the middle level. (7) The best way forward to problem solving strategy instruction is to offer students increasing opportunities to face open-ended problems.(8) Notwithstanding overlap and interdependent space among critical, creative, reasoning thinking which are necessities for problem solving, there are slightly independent contradiction space among them.