表現評量對國小學童自然與生活科技領域的學習成就與學習態度之影響

• Main Author: 賴文男
• Other Authors: 張美玉
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/76243793552424419534

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(自然組) === 93 === Effecs of Performance Assessment on Science and Living Technology for Elementary Students on Their Learning Achievement and Learning Attitudes ABSTRACT The purpose of the study is to evaluate the effects of performance assessment on Science and Living Technology for elementary students on their learning achievement and learning attitudes. The researcher used an accepted experiment method, and the experiment objects are two classes of fourth grader in an elementary school in Miaoli County. The two classes were both of 31 students to be evaluated. And the evaluation was based on the class as a unit. The two classes received performance assessment and took the traditional paper and pencil test respectively. Before the experiment, the researcher conducted a before-the-experiment questionnaire written by the researcher on learning attitudes for Science and Living Technology on the two classes. After eight weeks of evaluation experiment, the researcher conducted an after-the-experiment questionnaire written by the researcher on learning attitudes for Science and Living Technology on the two classes, and the data were analyzed as an independent sample, single factor with the same variable for the experiment. The researcher found: 1. On the learning attitude, the fourth graders who took the performance assessment performed better than the students who took the traditional paper and pencil test, and the differences were obvious especially in the interest in learning, the method of learning, confidence in learning, learning habits and practical value, and the differences were even more obvious in the highly moldable intermediate achievement students group. 2. As for learning achievement, the fourth graders who took a performance assessment performed better than the students who took a traditional paper and pencil test. On the unit of Series and Parallel Circuits and the unit of Battery and Wire, the performance of the two groups of pupils contrasted sharply. For overall performance, performance assessment benefited more to the high and intermediate achievement groups, and both two classes resulted in obvious differences. We can tell the differences from the two-section tests of the two groups of pupil, obviously we found the pupil of the experiment group was responding more willingly more correctly and diversely to the traditional paper and pencil tests pupil. It shows that performance assessment can increase the pupils’ learning achievement and cultivate the students’ ability of higher level thinking and reasoning, and the ability of problem resolving. Lastly, the researcher makes a few suggestions based on the above research results for teaching and for related researches in the future. Key words: performance assessment、paper and pencil test、learning attitude、learning achievement