The Difficulties of Conducting the Multitude of Evaluation for Science Teaching in the Elementary School in the Taichung Area of Taiwan

• Main Authors: Ruey-Jane Jang, 張瑞珍
• Other Authors: Liung-Zong Hsu
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/82493495149928322813

碩士 === 臺中師範學院 === 自然科學教育學系 === 90 === .The Difficulties in Conducting the Pluralistic Assessment in Science Teaching at the Elementary Schools in Taichung Area of Taiwan Ruey-Jane Chang Abstract The purpose of this study is to explore the difficulties in conducting the pluralistic assessment for science teaching in the elementary schools and to understand how the exercise books are used as a supplementary learning tool in Taichung area. In order to find out the problems and difficulties that teachers may have when they are conducting pluralistic assessment, a survey questionnaire and individual interview are used. The independent variables of survey data include science background and science teaching experience. The dependent variables consist of a variety of problems the teachers may encounter when using different methods of evaluation which include paper-pencil test, worksheet, oral question, small group discussion, portfolio and performance assessment. The main problems of evaluation manners were: (1) Teacher’s ability of problem posing, (2) Whether the test will correctly evaluate the level of students’ ability, (3) Whether the evaluation will stimulate the students’ willingness to learn, (4) Establishing fair grading criteria, (5) Time efficiency of the evaluation. This study reveals that even though written test has been most often conducted and most time efficient, it is the least productive in providing students’ interest in learning. Teachers also realize that worksheet is the least efficient in terms of teachers’ ability to set up problems. However, according to the collected data, performance assessment is considered as a better way to help motivate active learning, and it also shows satisfying results. As for the small group discussion, most teachers would consider it less helpful in evaluating. For the ability to set up problems, teachers are doing better in oral test. However, portfolio assessment is still rarely used among the teachers. The results of the two-way analysis of variance (ANOVA) of the oral test assessment indicate that the interaction between “major background” and ”experience of teaching science” is not significantly different. The main effect of Teachers’ experience in teaching science is significantly different（F（1，264）=3.468，p < .05）. There is no statistically significant difference among four levels of teachers’ science teaching experience. Based on the result of two-way ANOVA of portfolio assessment, neither of the interaction and main effect of both variables showed significant difference. ”Paper-pencil test” is the only evaluation mode that shows significant difference on the ”major background” variable. There are significant differences on “experience of science teaching” in the two kinds of evaluation, ”Small group presentation” and ”oral test.” Significant differences are also found on both ” experience of teaching science” and ”major background” in the methods of ”Paper-pencil test” and ”performance assessment”. Based on the results of this study, a few suggestions for future teacher training and further research are proposed. Key words: science teaching in the elementary school, the Taichung Area of Taiwan，pluralistic assessment