教學評量改革的難題分析－技術、文化、政治與後現代觀點

Conundrum of Classroom Assessment Reform: Technological, Cultural, Political, and Postmodern Perspectives

10.6384/CIQ.200407.0001

江文慈(Wen-Tzu Chiang)

教學評量 ； 評量改革 ； 多元觀點 ； Classroom Assessment ； Assessment Reform ； Multiple Perspectives

課程與教學

7卷3期（2004 / 07 / 01）

1 - 17

繁體中文

九年一貫課程自90學年度起，在國民中小學已經分階段開始實施，成為這一波教育改革的重大工程。為了落實課程改革，教學評量也必須跟著共變。然而，教學評量改革涉及的層面廣遠，攸關許多的利害關係人，有必要從不同的視角來審思其中的複雜度。本文從技術、文化、政治和後現代等四個不同的觀點，來分析目前教學評量改革所面臨的難題與挑戰。技術觀點在檢視發展新評量技術的策略、組織和結構等問題。文化觀點則關注新評量理念，是如何地被解釋與統整到學校的社會文化脈絡中，還有新舊評量文化轉換間的衝突與兩難。政治觀點則著眼於各種不同團體對評量期望的協商和權力角力，還有評量歷程中，有關人際互動的權力關係和控制行為的探討。後現代觀點乃在探討後現代社會的特徵，帶給教學評量可能的契機與危機，包括：確定性消失的自由與無所適從；高科技模擬的真實與虛幻；多元繽紛的實質與表象；無邊際自我的增能與浮誇等。希望透過從不同的視角來省思此波評量改革可能的契機與危機，或許可以尋繹到轉機，以俾更審慎地執行對教育價值的追求，並促使在推動評量改革時，能更嚴謹、均等和持續的發展，得以超越形式之爭，回歸教育本質。

Educational reform is indeed pervasive right now. The grade 1-9 curriculum has been implementing in 2001. In order to achieve the goals of this curriculum, it needs to extend to the reform of instruction and assessment simultaneously. Classroom assessment is a multifaceted phenomenon, and many issues are at stake in reforming it. Arresting ardor for classroom assessment reform, we need step back and reflect on it critically and carefully. This article examines classroom assessment reform from four perspectives: technological, cultural, political, and postmodern. Each perspective highlights different issues and problems in the phenomenon of classroom assessment. The technological perspective focuses on issues of strategy, organization, and structure in developing new assessment techniques. The cultural perspective examines how new assessment are interpreted and integrated into the social and cultural context of schools. The political perspective views assessment issues as being embedded in and resulting from the dynamics of power and control in human interaction. Last, the postmodern perspective is based on the view that in today's complex and uncertain world, authentic assessments is fundamentally questionable. By drawing thoughtfully and critically form all four perspectives, we should and can exercise greater vigilance in pursuit of educational values that well move new assessment reform in educationally rigorous, equitable, and sustainable directions.

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