| Summary: | 碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 103 === This action research aimed to investigate the teaching process when teachers implemented multiple assessment on social studies. The results of this study was expected to solve the problems of social studies, and understand the effectiveness on enhancing students’ learning interests and improving teachers’ professional knowledge and skills by using multiple assessments. Thus, this study conducted a one-semester treatment of multiple assessments on social studies on 50 year five students in two classes of Nan-Gang Elementary School.
Previous studies related to multiple assessment and social studies were reviewed. However, master’s theses and doctoral dissertations on multiple assessments on social studies were few. Therefore, implications derived from this study hoped to be referred to future research in conducting multiple assessments on social studies.
This study is an action research followed by some instruments to collect data such as classroom observation, teaching notes, students’ worksheets, informal interviews with students, teacher’s self-examination journals, and students’ feedback forms. The analysis was mainly qualitative accompanied by quantitative data. The findings of this current study are as follows: 1. Multiple assessments is beneficial to enhance students’ abilities of map reading, cooperation, and summarization. 2. Multiple assessments are helpful for developing positive attitudes toward learning. 3.The implementation of multiple assessments improves teachers’ professional knowledge and skills in curriculum design and teaching assessment.
Derived from the findings of the study, some suggestions were made and pedagogical implications were provided for social studies applications, educational administration.
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