國家教育研究院

　　長期升學測驗模式，使得多數教師習慣運用總結式(assessment of learning)來了解學習成效，而評量內容偏重認知概念，大多採用紙筆評量方式。對於如何透過評量來診斷與了解學生的學習情況、困難及學生的想法(assessment for learning)，或者運用評量協助學生學習(assessment as learning) 大多缺乏經驗。本研究主要目的藉由配合總計畫辦理縣市種子教師之教學評量增能課程，提出國小領域種子教師培訓政策之建議，分兩期完成。第一期(2019.08.01~2020.07.31)研究聚焦於個案分析了解增能課程對於種子教師的效益，是否有助於其理解教學評量概念，是否有助於轉化至十二年國教素養導向課程教學與評量之課堂實踐能力。並藉由觀察與訪談種子教師如何轉化增能課程學習經驗，以及於課堂實踐素養導向課程之教學評量概念，其優質模式（good practice）為何？第二期(2020.08.01~2121.12.31)研究聚焦探討種子教師專業經驗推廣的可行性與相關政策支援。

　　The long-term entrance examination model makes most teachers accustomed to using the assessment of learning to understand the learning outcomes. The assessment is biased towards cognitive concepts, mostly using paper and pencil assessment. Most teachers don't know how to use assessment as tools to understand students' learning, difficulties, and students' ideas, or use assessments to help students learn. Most teachers lack the concepts of assessment as learning and assessment for learning.
　　The main purpose of this study is to propose the instructional assessment professional growth training policy recommendation for seed teachers in the science learning area. The first phase (2019.08.01~2020.07.31) study focuses on case studies to understand whether the benefits of the empowerment curriculum for seed teachers contribute to their understanding of the concept of instructional assessment, and whether it helps to transform into literacy-oriented teaching and learning. Through observation and interviews, analyzing the benefits of the empowerment curriculum to the professional growth of seed teachers, and refine the successful model of good-practice cases. The second phase (2020.08.01~2121.12.31) focuses on the feasibility and related policy support for the promotion of seed teachers' professional experience.