| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 101 === Summary
The main purpose of this study was to understand the implementation of portfolio assessment of preschool development process embodiment, benefits, difficulties and solutions. Therefore, based on the research purpose and questions, the selection of a portfolio assessment has been implemented for years in “Hsiao keng preschool”.The preschool uses liberal education of in line with expectations construct holistic development environment to provide high-quality early learning. This study used “the qualitative research methods” into practical field observations, interviews executives, teachers and parents, document analysis in final.
Comprehensive information on this study has the following conclusions:
First, Hsiao Keng preschool’s implementation of portfolio assessment development process includes:
1. The germination period (93 academic year): Attempting to change the symbol-based evaluation method.
2. The preparation period (July, 2005 to August): Embarked on portfolio assessment of prior preparation work.
3. The attempt period (94 academic year): Starting with two areas of portfolio assessment began.
4. The stabilization period (95 academic year): Full implementation of the five areas of portfolio assessment.
5. The adjustment period (96 to 101 academic year academic year): Including a total of four changes of portfolio assessment process.
The preschool now is still thinking and adjusting the contents of the portfolio and has not yet developed a set of files that belong to its own assessment model.
Second, Hsiao Keng Preschool Portfolio Assessment Implementation adopted "work sampling system." Therefore, teachers need to build three-part content : the development guidelines and checklists, children’s work collection, and summary report.
Third, Hsiao Keng Preschool’s implementation of portfolio assessment generated following benefits: understanding children''s learning and development process, thus providing more counseling approach to help children grow up; promote communication and parenting between parents and teachers; providing opportunities for parent-child interaction; and promoting teacher professional development .
Fourth, Hsiao Keng Preschool’s implementation of portfolio assessment appears dilemma, including heavy workload; teacher for portfolio assessment and professional identity different attitudes; implementation of portfolio assessment inadequate professional knowledge; portfolio assessment and early childhood curriculum development is difficult to combine with . This study were made according to the above dilemma solutions.
Finally, specific recommendations based on the research results were provided for other preschools and future research.
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