| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 94 === ABSTRACT
This research aimed to study the real situation of multiple assessments adopted by teachers of social learning field in junior high schools by way of analyzing documents and using questionnaires. The framework of this research is developed from these reviewed documents, and the questionnaires are designed accordingly. This research interviews 352 sociology teachers from 69 public or private junior high schools in Kaohsiung city, Kaohsiung county, and Pintung county. The data are analyzed by several methodologies, including frequencies, mean, standard deviation, t-test, one-way ANOVA, and Pearson's product-moment correlation. From these data, the thesis concludes that--
a. The multiple assessments on sociology in junior high school needs to be improved.
b. The dilemma of adopting multiple assessments for teachers of social learning field in junior high schools is above average.
c. The profession of teachers who adopt multiple assessments in social learning field in junior high schools is in average.
d. The social learning field teachers in junior high schools demand for improving their ability in multiple assessments.
e. Teachers who have taken 3 or 4 evaluation courses or participated in more than 10 advanced workshops are much better at practicing multiple assessments, and they adopt it more often.
f. All teachers in junior high schools are in the same dilemma when they adopt multiple assessments.
g. In this study teachers who are more professional in multiple assessments are usually male, working for more than 21 years, dwelling in Kaohsiung city, teaching geography or working in sociology field for over 15 to 19 years, studying 3 or 4 evaluation courses, or participating in more than 10 advanced workshops.
h. Teachers in junior high schools demand for improving their ability in applying multiple assessments.
i. Teachers who are more professional in teaching are much better at multiple assessments, and suffer less dilemma of teaching. They are highly longing for further studies.
On the basis of these conclusions, this thesis provides several suggestions as guidelines for educational administrations, schools, high school teachers, and further researchers.
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