| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 94 === The purpose of this study aimed to compare the difference between the effect of portfolio assessment and that of conventional assessment on elementary school students'' learning achievements in the area of science and technology. A quasi-experimental study was employed is this study. The subjects of this study were sixty-nine third graders chosen from two classes of one elementary school in Yunlin County. They were divided into the experimental group evaluated with portfolio assessment and the control group evaluated with conventional assessment. Within twelve weeks, the two groups'' learning achievements were compared with each other to examine if there were any significant differences. Further, according to their cognitive achievements, both groups were separated into three divisions of high, intermediate, and low achievements so that the effects of portfolio assessment on students with different proficiency could be investigated. The learning achievements in this study included the cognitive achievement in the area of science and technology, the learning attitude toward the natural science course, and science process skills. The instruments used in this study were the cognitive achievement test of the area of science and technology, natural science learning attitude scale, and test of science process skills. The data collected were analyzed statistically with independent-sample t-test, one-way ANOVA, and ANCOVA. The findings of this study are as follows:
1. The third graders evaluated with portfolio assessments have better performance on the cognitive achievement test of science and technology area than those who evaluated with conventional assessments.
2. The third graders evaluated with conventional assessments show better attitude toward natural science.
3. There is no significant difference between two groups'' performances on the tests of science process skills.
4. The students in the low and intermediate-level divisions of experimental group make better progress with the performance on cognitive achievement test of the area of science and technology than those in the high level division.
5. There is no significant difference among the performance of three divisions of experimental group on natural science learning attitude scale.
6. In the experimental group, the high-proficiency division has better performance on the science process skills than the intermediate one; the intermediate division has better performance than the low one.
According to the findings, this study provides further suggestions on conducting portfolio assessment in the area of science and technology for future reference.
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