自我評估融入專題式學習的成效

Abstract

本研究目的在探討自我評估量表融入專題式學習課程對學生之學習成效及科學喜好及興趣的影響、自我評估能力及學習成效的關係以及自我評估的表現。研究方法為準實驗設計，教學時間為暑期試行之第三學期，上課時間共兩週(八節課)，研究對象為六個班級(N = 100)的七年級新生，實驗組(n = 51)在專題式學習課程中融入自評表填寫，對照組(n = 49)僅實施專題式學習課程，並未填寫自評表。

本研究工具包含量化及質性資料，前者包括科學喜好及興趣量表、植物認知測驗；後者為自評表的填寫內容。量化資料將以學生前後測分數描述性統計、相依樣本t檢定、單因子共變數分析做數據統計；質性資料先以編碼系統表及評分者一致性評分，再以Spearman等級相關以及簡單迴歸分析做量化數據統計，探討自評準確者及不準確者學生之自評能力與成績變化量的關係，最後再探討學生自評內容，輔作自評能力與成績間關係之結果探討。

研究結果發現：一、僅實施專題式學習課程，學生在植物認知「低階能力」有顯著進步，而融入自評表並未對植物認知成績造成影響；二、在專題式學習課程中融入自評表並未對學生科學喜好及興趣產生影響；三、學生自評能力與其植物認知成績有中等相關性，而其中自評準確之學生則有高等相關性。以上三項結果顯示，本研究未能證明實施自評表能改善專題式學習課程中面臨的困難與限制所影響之學習成就及內在動機，研究者建議實施專題式學習課程時，可以合併運用自評表，但應配合階段性訓練，實施期間需給予背景知識或技能不足的學生適時的協助，自我評估進行後需再給予學生回饋。The purposes of this study are to probe into the students’ learning achievement and scientific interests, the relationship between the students’ self-assessment ability and learning achievement, and the students’ performance of self-assessment in self-assessment embedded project-based learning (SA-PBL).

The research methodology adopted quasi-experimental design. The teaching time lasted for two weeks (8 periods) in the third semester of the summer program. Six classes (N = 100) of the new seventh graders in one junior high school located in New Taipei City were involved in this study. The SA-PBL group (n=51) enrolled self-assessment during the PBL instruction, however, the PBL group (n = 49) was only reminded of reviewing their project report. Two research instruments collected the quantitative and qualitative data. The quantitative data contained Test of Science-Related attitudes (TOSRA) toward interest and test of the plants-related conception. The qualitative data were the students’ written self-assessment forms. The quantitative data was analyzed by descriptive statistical analysis, paired t test, and one-way ANCOVA. The qualitative data was analyzed by applying coding system and calculating the inter-rater reliability. The scores were analyzed by Spearman rank-order correlation and simple regression analysis

The results indicated three findings as follow. First, the students with lower ability of the plants-related concepts progress significantly; Second, the students’ scientific interest would not differ whether embedding the self-assessment in PBL or not. Third, the correlation between the ability of self-assessment and the learning achievement is moderate; however, there is a high correlation in those students who can self-assess accurately. According to the findings, we conclude that the students exercised self-assessment did not overcome the difficulties encountered in PBL instruction. Furthermore, the term of conducting the self-assessment or PBL should last longer and it should be collocated with phased training. Finally, teachers should further assist students with poor learning skills. More specifically, after writing self-assessment forms, teachers need to give more feedback continually.