A Study of Implementation of the Multiple Assessment by Math Teachers in Junior High School - An Example of Yilan County

• Main Author: 何晴婷
• Other Authors: 姜新立
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/nawpjn

碩士 === 佛光大學 === 未來與樂活產業學系 === 102 === A study of multiple assessment of the status and limitations implemented by junior high school mathematics teachers in Yilan County. According to the research factors, this study induces some influential factors of mathematics multiple assessment which include different genders,positions, years of service, professional background and so on. Explore the background variables of mathematics teachers in Yilan county to participate in teaching courses related to assessment. In addtion, the study foucses on the quantitative research method. The researcher designs “ the questionnaire of multiple assessment of Yilan County junior high school mathematics teachers”and employs infuential factors (an average, standard deviation, frequency distrbution and other descriptive statistics and one-way ANOVA post hoc analysis and comparison tests Turkey satistical methods) for junior high school mathematics teachers to collect 151 valid samples.After analyzing by statistic analysis, the researcher found the important conclusions. 1.Yilan county junior high school mathematics teachers implement multiple assessment of the status quo in the higher degree scope. 2.Teachers’ “multiple assessment” has no significant differences in teachers’ gender, teaching seniority and schools which they served. 3.Teachers’ “multiple assessment” has no significant differences in teachers’ gender, teaching seniority and schools which they served. 4.Different positions in the field of mathematics teachers for the status of implementation of multiple assessment has significant differences in the “ cognitive philosophy” and “ professional competence”. 5.Different school size in the field of mathematics teachers for the status of implementation of multiple assessment has significant differences in the “ implementation approach”. Finally, the researcher makes some recommendations for junior high school mathematics teachers to enhance their future studies in the implementation of multiple assessment.