教師合作分析法與多元評量之比較―於表演藝術課程之運用

The Comparison of Collaborative Analyses and Multiple Assessments: An Application of the Performing Arts Courses

10.6162/SRR.2012.118.03

蔡俊傑(Chun-Chieh Tsai)；溫偉柔(Wei-Jou Wen)

教學評量 ； 學習成效 ； 教學法 ； teaching assessment ； learning outcomes ； teaching method

大專體育

118期（2012 / 02 / 01）

14 - 19

繁體中文

教學評量為檢測學生學習成果的步驟，更是教師調整修正教學方法的策略，選擇適當的評量方式，有助於學生學習成效。教學包含認知、情意、技能三個面向，傳統教學評量比較重視認知的部分，欠缺情意與技能的評量。表演藝術教學主要著重於情意與技能，本文旨在介紹教師合作分析法與多元評量在表演藝術課程的運用，借此彌補傳統評量的不足，並根據相關文獻探討，提出下列建議，以促進師生互動並提升教學品質與成效。建議教師的教學方法與目標，應隨學生學習，作適度調整，並培養教師實施多元評量的能力，建立家長、社區、學校、教師的評量觀念。

Teaching assessments involve a series of processes designed to evaluate students' learning outcomes. It is also a strategy for teachers to adjust their teaching methods. Utilizing appropriate assessment methods can help students learn effectively. Teaching assessments involve three dimensions, including the cognitive, affective, and psychomotor aspects. Traditional teaching assessments emphasize on the cognitive aspect rather than the affective and psychomotor dimensions. Teaching performing arts mainly focuses on the delivery of affection and skills. Therefore, the purpose of this study is to introduce the application of collaborative analyses and multiple assessments in the context of performing arts courses in order to complement the deficiency of traditional assessments. Based on the relevant literature, the following suggestions provide with an attempt to enhance the interactions between teachers and students; indeed, to improve teachers' teaching quality. Foremost, teaching methods and objectives should be properly adjusted to accommodate students' learning abilities. Furthermore, it is critical to equip teachers with the skills they need to implement multiple assessments. In addition, it is crucial to build the concepts of assessment for parents, community members, school staff, and teachers.

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