| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 94 === This study aimed to explore both the process and influence of multiple assessments implemented in vocational high school Chinese instruction, mainly through the practice of multiple assessment activities in teaching . The purposes of the study were as follows: 1. to understand how the students feel about paper-and-pencil tests and multiple assessments. 2. to explore the learning effects and problems of multiple assessment can be applied to vocational high school Chinese instruction. 3. to conclude the strategies of multiple assessment which can be applied to vocational high school Chinese instruction. 4. to enhance the researcher''s professional development by conducting action research on multiple assessment.
The approach of this study was action research, and the research target was the students the researcher was teaching. The five methods included were survey, classroom observation, recording, interview, document analysis, and reflective essays - so as to collect materials, make analyses and triangulation. Following are the conclusions:
1. Paper-and-pencil tests are still important, but it should be used at the right time and with the right frequency.
2. What the students think about multiple assessment implemented in vocational high school Chinese instruction are as follows: (1) The students are fairly satisfied with that. (2) The grade standard in multiple assessment can be more objective. (3) The suitable frequency of multiple assessment can be three or four per semester.
3. The effects of learning on students receiving multiple assessment in vocational high school Chinese instruction are as follows: (1) Progress in Chinese proficiency. (2) Increasing attraction of learning interest. (3) Change in learning attitude. (4) Improvement of peer interaction. (5) Encouragement of practicing what they learn.
4. The problems and limitations faced by the multiple assessment implemented in vocational high school Chinese instruction are as follows: (1) The schedual of such activities are not easily drawn up. (2) The experiences of students in life are not enough. (3) The learning attitude of students is passive. (4) The implementation of individualized assessments is difficult. (5) The periods of teaching are limited. (6) The teaching environment is confined. (7) The researcher is overloaded with work, which involves doing multiple assessment.
5. The reflections and professional developments of the researcher after this study are as follows: (1) Students'' ability should be taken into account when designing assessment contents. (2) The approach of assessment should focus on quality instead of quantity. (3) The study dispels the researcher''s myth about teaching. (4) The researcher realizes the meaning of Chinese learning. (5) The researcher realizes the importance of the coordinator. (6) The researcher accumulates teaching experiences and learns from such activities.
According to the conclusions, the researcher gives some suggestions separetely on the teacher''s strategies of implementing multiple assessment and further studies.
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