An action research on portfolio assessment applyingto performing arts classes of junior high school

• Main Authors: Chin-Ya Huang, 黃勤雅
• Other Authors: 林劭仁
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/93s24u

碩士 === 國立臺北藝術大學 === 藝術與人文教育研究所 === 99 === Abstract This action research aims to investigate the effectiveness of portfolio assessment applied to performing arts classes of junior high school. Hopefully this study can facilitate constructing strategies in teaching and assessment, further understand how portfolio assessment can benefit learning, provide results and suggestion in performing arts classes, and enhance the researcher’s competency through reflection and self-improvement. To reach the above mentioned goal, the researcher designed an 11-weeked syllabus on arts class, focused on observation, feeling, and creation. The following conclusions are proposed through collecting and analyzing materials including: class journals, co-workers’ observation, learning sheets and homework from students, questionnaire and interviews: 1.Constructing teaching strategies and assessing method: （1） Teaching and assessment can be complementary if diversity and individuality are taken sufficient consideration while designing the class plan. （2） Learning sheet and homework can massively encourage learners’ willingness both in completion and preservation, if they are designed to demonstrate creativity and personal character, with the encouragement from teacher. 2. Portfolio assessment benefits learning performing arts class: （1） It effectively helps students raise interest and attention in class, understand the objective of class, as well as enhance their capacity in observing, feeling, and creating, hence reaching the class goal. （2） It improves students’ ability in data collection and classification, facilitates students’ self-reflection and self-understanding, as well as develops more active attitudes in learning. （3）It facilitates interaction between students as well as enhances collaboration, hence improves students’ interpersonal skill and ability in appreciation. （4）Through the feedback from teacher and peers, students get an opportunity to review their learning, personal advantage and shortcoming, and improve theirself. The researcher also provides some suggestions for the authorities and further studies. Keywords: Portfolio Assessment, Teaching Performing Arts, Action Research