評估(2)
不同類型的評估
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紙筆考核
口試
專題研習
口頭報告
角色扮演
學習歷程檔案
實驗
模型製作
討論分享
辯論
信度和效度
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你認為在剛才各種不同類型的評估中，那種信度比較
高呢？
而那一種效度比較高呢？
信度和效度
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普遍社會上信認受的考核(公開考試)真的可信嗎？
高分低能的問題
完全不可信嗎？
信度和效度
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恆久已用的方法，可能是與真理背道而馳
分數反映什麼？
名次又是什麼？
中
英
數
總分
小明
46
47
98
191
志強
67
52
35
154
芳芳
75
73
4
152
杜鵑
48
54
87
189
反思
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我們為什麼需要考核 – 木人巷？
考試是服務於教學，還是教學服務於考試呢？
Skill of Assessment (評估技巧)
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In the educational process, there are variety of way to
assess students' abilities and skills. However, to select
a suitable method, there are several factors needed to
be concerned. They are;
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objectives of the assessment (評估的目的)
available time and resources (時間和資源)
students’ ability (學生的能力)
Skill of Assessment (評估技巧)
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Commonly used assessment methods:
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formative evaluation (形成性評量)
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summative evaluation(總結性評量)
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criterion-referenced evaluation
(標準參照評量)
norm-referenced evaluation (常模參照評量)
Skill of Assessment (評估技巧)
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Commonly used assessment methods also include:
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Test (測驗)
Used to assess students’ recognition (認知的能力)
Checklist (核對用的清單)
Used to assess students’ mastered skills (掌握的技巧)
Rating scale (評核量表)
Also used to assess students’ mastered skills, attitude and
value judgment
Written Test (測驗)
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Test items may include:
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Short answer(短答題)
True/False(是非題)
Matching(配合題)
Multiple choice(選擇題)
Essay(文字題) (or Long Question)
Discussion
For those test items as below, could you state the
characteristics of them?
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Short answer
True/False
Matching
Multiple choice
Essay (or long question)
Note to Design Questions
(Short-answer Items)
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The answer should be concise, specific and only one
Avoid directly copying from textbook or handouts
Questions should be direct, rather than as an
incomplete sentence
The blanks to be filled should be having the similar
length
Avoid too many blanks in a question
The answer should not be too long
Note to Design Questions
(True/False Items)
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Items need absolutely to be true or false
The number of words in the questions should be
similar
The number of true and false question also should be
similar
Have to avoid
items appear to be two identical ideas
use negative proposition especially double negative
(重覆負向)
use patterned question
use general description (概括性的敘述) such as
"usually", "General", "sometimes", etc…
Note to Design Questions
(Matching Items)
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Try to use identical types of data in all matching
items
The number of stems (前題) and responses (反應)
can be different
Responses can be used one, more than one or even
not used
The relationship between the stem and responses
needs to be clearly identified
Type of Multiple-choice Items
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one correct answer variety (單一正確答案題型)
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best answer variety (最佳答案題型)
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multiple response variety (多重答案題型)
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negative variety (否定題型)
Note to Design Questions
(Multiple-choice Items)
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The question itself should be meaningful
Avoid negative question
The grammar, style and length of all choices should
be consistent
Prompt to select the best choice for best answer
variety
Only one choice is provided to one question
Clearly state now many choices required in multiple
response variety
The choice appeared should not be traceable
Carefully use the choice of “All of Above”「以上皆
是」or “None of Above”「以上皆非」
Note to Design Questions
(Essay Items or Long Question)
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Question must be clear and concise
The questions needs to be covered the range that you
have prepared to be tested
The question needs to be limited in the range of idea
answer, provide hints for critical area
If possible, design a suggest solution, or defining
some standard for answering the questions, such as
key words, coverage etc…
Questions are independent to each others, that means
grouping the homogeneous items to one question
A question may be broken-down to some
manageable parts of sub-question
Concept of Checklist Items
(核對用清單)
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It is a series of standard to measure the performance
of products
A method systematically to check a personal
performance against to some crucial behaviors
Or, measuring do some characteristics existed in a
product
Can be criterion-referenced evaluation (標準參照評量) or
norm-referenced evaluation (常模參照評量)
Note to Design Questions
(Checklist Items)
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Coherence on the important features and/or
behavior
Adding common mistake as negative hints
The items need to convergence and not too many
Focusing on the critical areas, which may be
observed by some characteristics or signals
Avoid irrelevant list items
Concept of Rating Scale
(評核量表)
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Similar to checklist but with scales concerned
Used when scale on the question is come to
meaningful therefore how many scales is used to
be important
Mainly for quality evaluation
Make use of deciding whether some
characteristics are existed and how level is
existed
Note to Design Questions
(Rating Scale)
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Similar to design of checklist but need to
consider the number of scales
Often subject to statistical concept, use five or
seven scales
The use of scales need to be available for
analysis
參考資料
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http://www.ied.edu.hk/apfslt/v3_issue2/chengmh/index.ht
m#contents
分組討論 (1)
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課題：科學探索 – 水的循環
評量學生對『水的循環』過程的認知，雲和雨的形成，
環境污染等相關事項
可以建議使用什麼種類的評估？
分組討論 (2)
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課題：近代中國的經濟發展
評量學生對近代中國的經濟發展的認知、時序、特色
及個別重要事件
可以建議使用什麼種類的評估？
分組討論 (3)
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課題：全球化對文化及經濟的影響
評量學生對『全球化』的認知、個人的觀點
可以建議使用什麼種類的評估？