The study on the impact of science performance assessment on third-graders’ active learning ability

• Main Authors: Yan-Chin Yang, 楊燕琴
• Other Authors: Hsiu-Yueh Hsieh
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/56785254140278815742

碩士 === 國立臺南大學 === 教師在職進修自然碩士學位班 === 93 === Abstract The study is to explore the impact of third-graders’ performance assessment on their active learning ability in the subject of Science. The researcher employed quasi-experimental design and studied two third-grade classes, 31 pupils each, in Tainan County. The data included the pupils’lab records, their reciprocal assessment forms on active learning, and the researcher’s records of interview with the pupils after the completion of the course. The main findings of the research are as follows. 1. The pupils who joined the performance assessment performed better than those who did not on four assessment categories of active learning ability. They were question-raising and feedback, participation in discussion, leading and assistance, and flexible division of work. 2. The academically intermediate- and high-achievers out-performed the low-achievers in their performance ability and active learning ability. 3. The pupils held positive attitudes towards performance assessment regardless of the result of their active learning performance. 4. Performance assessment is not only a method of assessment but also a learning process, and it would improve students to active learning. Keywords: performance assessment, performance ability, active learning ability.