An action research of implementing voluntary portfolio assessment into an 11th grade mathematics classroom under inquiry-based instruction

• Main Authors: Ge Shu-Guang, 葛蜀光
• Other Authors: Chin Erh-Tsung
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/06901417481189574654

碩士 === 國立彰化師範大學 === 科學教育研究所 === 97 === The main purpose of this study is to explore how an action research of implementing voluntary portfolio assessment influences the high school students’ math-learning attitudes and scholastic achievements. The subjects were 13 11th grade students, who had participated in this action research for one year. The methods for gathering the data were as follows: the researcher’s teaching diary, video-recording in class, tape-recording in interviews, students’ weekly math learning reports, feedback sharing, special reports, and pre-test and post-test of the monthly exams as well as the scale of math-learning attitudes. Moreover, a deeper observation of the students was made from cognitive learning and affective attitude. And through the dialogues and communications between the math teaching groups and the students, the rubrics for the high school syllabus had been made. Thus, teachers, students’ parents and peers could understand students’ authentic learning performances in a more objective and diverse perspective. Based on the data analyses, the findings of the study are summarized as follows: 1. The executive effect on the inquiry instruction and task-based cooperative learning was related to the group members’ tacit agreement and mutual aid. 2. Building learning portfolio presented the performance among the peers and also enhanced math-learning attitudes. 3. Through team teaching, the students’ learning in the affective and psychomotor domains had been enhanced. On the basis of the study findings, the suggestions are made as follows: 1. The process of portfolio assessment includes self-assessment, peer-assessment, and teacher-assessment. If math teaching groups, class teachers, students’ parents and administrators can participate in the assessment; thus, the assessment should be more diverse and objective. 2. In order to increase students’ tacit agreement in learning and cooperation, students can be permitted to seek for their cooperative partners, even through different classes. Keywords: Inquiry instruction, Task-based cooperative learning, Voluntary portfolio assessment, Math-learning attitudes