| Summary: | 碩士 === 中原大學 === 教育研究所 === 95 === Abstract
The purpose of this study is to explore the effects of integrating multiple assessment into mathematical course in the fifth grade of the elementary school. The methodology of the study was based on action research. ‘Multiple assessment scale ’,‘multiple assessment feedback’, interview, teaching diary, and reflective journal were collected from both the students and teachers. From the data analysis, the effects was investigated in terms of the teacher’s professional growth, and the fifth graders’ learning achievement and attitudes.
The findings show as follows:
1. There was a little improvement in the average grade of whole semester, however, there was significant improvement of the students’ learning achievement, presentation and performance assesssment.
2. The students can learn and reflect from group’s assesment , which had increased peer’s interaction. Also, performance assessment can lower the anxiety from tests and increase students’ ways of reflection and solution.
3. The students’ interests of learning mathematics had facilitated by group discussion and competition. Students can learn practical knowledge from diary life and give it a try in multiple ways to problem solving, and improved the learning attitude of low-achievement studnts.
4. Students would prefer the order of the multiple assessment as follow: ‘performance assessment, group’s assessment and homework correction’, whereas they dislike ‘quiz, school periodical assessment and the grades of mathematics workbook’.
5. The teachers’ professional knowledge had advanced which was believed to benefit future teaching.
The suggestions of the study were that the teaching should be surrounded with the students, involved multiple assessment. The teacher should reflect from teaching and communicate with the colleaques and share experiences. As for future research, the way would be used in case study and prolong the time to make it into practice.
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