形塑學校評鑑文化提升教學效能－以台中市一所國小為例

How Shaping School Assessment Culture Enhances Teaching Performance-With an Elementary School in Taichung City as an Example

10.6423/HHHC.201207.0086

吳麗真(Lih-Chen Wu)

學校評鑑 ； 教學效能 ； 教師專業發展評鑑 ； 專業學習社群 ； school assessment ； teaching performance ； teacher profession development assessment ； profession learning community

學校行政

80期（2012 / 07 / 16）

86 - 106

繁體中文

教師專業發展評鑑已經成為學校在發展評鑑文化相當重要且關鍵的環節，學校該如何運作「教師評鑑」才能有效提升教師教學效能？學校評鑑文化該以什麼方式去形塑？這都是本研究所要探討議題。本研究從個案國小形塑學校評鑑文化以提升教學效能的經驗來看，可歸結為幾個可參考的面向：一、以漸進的方式輔導教師專業發展評鑑二、連結專業學習社群、教學團隊與協同教學，全面性的形塑校園評鑑文化模式三、以專業學習社群與教學團隊為基礎，發展出同儕視導四、以教學檔案做為多元評鑑的方式之一五、使教師建立成就與自我肯定

Teacher profession development assessment has become a quite important and critical link when a school develops assessment culture. Two issues explored by the study are how a school shall operate ”teacher assessment” so as to effectively enhance teaching performance of teachers, and how school assessment culture shall be shaped. From experience of how the case elementary school shapes school assessment culture so as to enhance teaching performance, the study induces several reference suggestions as follows:1. Coach teacher profession development assessment step by step.2. Link profession learning community, teaching group and team teaching, and comprehensively shape the campus assessment culture model.3. Develop peer supervision on the basis of profession learning community and teaching group.4. Take teaching file as one of the diverse assessments.5. Help teachers create achievement and self-affirmation.

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