Action research of multiple assessment aiming at the primary school natural science subject----self-examination,revision and recording in four school terms

• Main Authors: kuo chi chen, 陳國基
• Other Authors: 劉聖忠
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/75264766423537306510

碩士 === 國立花蓮教育大學 === 科學教育研究所 === 94 === Abstract The purpose of this research is to describe how researchers can conduct self-examination and recording on the implementation of multiple assessment aiming at the primary school senior year natural science subject through action research method. Information collection includes classroom observation, self-examination notes, formal and informal interview tape recording, verbal report tape recording, school and teacher assessment document collection etc. It is hoped to solve problems faced on the multiple assessment on the natural science subject though the course of continuous self-examination, revision and inspection. At the same time, through implementation of assessment, it can allow the researcher to master the teaching and to obtain more understanding on the learning condition of students. The implementation period starts from February 2000 to January 2002. Research results findings: I. In the course of research, the researcher implements many kinds of assessment method: in the course of the entire research and based on the design and application of various assessments including 『feedback of one word』, 『3-3-3 points collection style』, 『rubric form』, 『checklist form』, 『student self-evaluation』, 『colleagues mutual evaluation』 and 『science expo』 etc., the researcher can obtain information fed back by students and can solve the teaching problem. This can allow students to apply the experience learned from the natural science subject and to unfold their self-capability. II. After the implementation of combination replacement of assessment of four school terms, the researcher can obtain better understanding on the application of different assessment method and that the information of assessment that can be collected is broader. Therefore the researcher is of the opinion that the operation principle of the implementation of multiple assessment is when there is more understanding on the assessment method then it is much better. In addition, under the determined teaching goal, the lesser consumption of resource of assessment the better. III. Through the implementation of multiple assessment, the learning performance of students in natural subject shall be as follows: 1) Implementation of multiple assessment can enhance the learning motive of students including: attention, concentrated attention and participation etc.; 2) The positive learning attitude of student increases including: information arrangement, cooperation with other person, criticism and contemplation etc.; 3) Can also apply the method of problem solving in the natural science course in other situation. IV. In the course of multiple assessment, the growth of teacher is as follows: 1) The role of the research will change from a 『content teacher』to a 『assessment knowledge consumer』and further to a 『pragmatic person with self-examination capability』who can then conduct self-examination on teaching, interpret assessment result and utilize different assessment method. 2) The implementation of teaching will change from 『teacher as the center』to 『student as the center』. The role of the class of the researcher will change from 『teaching』to 『doubt solving』; 3) The implementation of multiple assessment can be the cut in point for teaching improvement and can promote student learning and can help to combine assessment, learning and teaching as one. 4) Abide by the model of 『explain, demonstrate, interaction and feed back』can enhance the teaching efficiency; 5) The change in the practice of teacher teaching will transform from 『external motion』to 『internal motion』. Key word: Multiple assessment, natural science subject, action research