The study of the current situation of portfolio assessment application in Taipei City Elementary Schools and the teacher''s attitude toward it

• Main Authors: Su, Kai-Wen, 蘇楷雯
• Other Authors: Ou, Cang-Huo
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/74894352338649041115

碩士 === 臺中師範學院 === 諮商與教育心理研究所 === 90 === The main purpose of this study is to understand the current situation of portfolio assessment application in Taipei city elementary schools and teacher’s attitude toward this kind of assessment. This study is a survey study. A total of 853 teachers from 37 schools in Taipei City participated in this study. 728 returned their questionnaires, a response rate of 85.35%. The result is shown below: 1.Approximately 30% to 40% teachers had the experience of using portfolio assessment. 2.Most teachers use portfolio assessment in these subjects: Mandarin, Social study, and Mathematics. 3.In scoring, 20% teachers score by themselves, and 30% teachers score according to parents, peers, and students themselves. 4.86% teachers’ attitude toward this assessment is medium to positive. 90% teachers’ thought of this assessment is medium to positive. And almost 62% teachers hold medium to negative thoughts of the feasibility of this assessment. 5.Teachers of different gender, educational background, teaching experience, and class size, have no difference in their thought and attitude toward portfolio assessment. And whether teachers attend a seminar which related to assessment or not, didn’t affect their thought and attitude toward portfolio assessment. 6.Teachers with different positions, has different attitude, thought and feasibility of portfolio assessment. The directors are more positive than class teachers and course teachers. And the leaders of a grad team are more positive than class teachers and course teachers. 7.Teachers who have different understanding levels, had different attitudes and thoughts of this assessment. Those who know a little bit, is more positive than those who don’t know much. Those who understand very well and those who know a little bit, had more positive feasibility than those who don’t know much. 8.Those who had the experience to use portfolio assessment had more positive thoughts, attitudes, and feasibility than those who haven’t used portfolio assessment. 9.Those who have different class size had different feasibility of portfolio assessment. 10.Most teachers consider the greatest difficulty in using portfolio assessment is parents’ cooperation and approving. Also, big class size and different scoring standards are the sources to bother teachers. 11.Most teachers think that the most important assist is to attend related seminar, and to learn from experienced teachers. Beside, they hope the administrative department can give them more assist, and reduce teacher’s nonprofessional work hours. Key words: portfolio assessment, survey study