A Study of the Implementation Status of Multiple Assessments by Elementary School Teachers of Science and Life Technology Learning Area in Hsinchu County

• Main Authors: Tseng,Ta,Hung, 曾德鴻
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/40428953823073024763

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 94 === The study was based on the perspective of multiple assessments to investigate the current status of the implementation of multiple assessments by elementary school teachers of science and life technology in Hsinchu county. The research employed the survey research method; both qualitative and quantitative approaches were used in this study. The subjects were 400 science and life technology teachers at elementary school in Hsinchu county. Twenty out of the 400 teachers were chosen to proceed qualitative research. Survey research method of this study can present the current status of multiple assessments implemented by science and life technology teachers at elementary school in Hsinchu county. In addition, a one-to-one semi-structured interview was complemented as part of the research method in order to further investigate those teachers’ cognition, attitudes, difficulties, challenges and obstacles to overcome. From the research of the current status of the implementation of multiple assessments by elementary school science and life technology learning area teachers, the researcher discovered that: (1). the performance of teachers in multiple assessment have no difference between genders. (2) with respect to different levels of teaching experience in terms of their cognition, attitudes, needs toward multiple assessment, less experienced teachers need to make more efforts as they require more assistance. (3) teachers with a science/engineering background perform better and have fewer problems in conducting multiple assessment, and this was proved through surveys of their cognition, attitude, barrier and needs. (4) the performance of teachers in multiple assessment have no difference in educational level. (5) larger schools outperform smaller schools, in the coordination of school infrastructure, administration and barrier of different school size. (6) in their implementation of multiple assessment, teachers with administrative tasks were more satisfied with the coordination of hardware/software infrastructure and administration.