2002 乙考評改革回應時代轉變 Greeno, Collins & Resnick The Behaviorist / Empiricist View 2 The Cognitive / Rationalist View 3 The Situative / Pra

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1 2013 新高中視覺藝術科考評制度對課程潛在的影響陳國棟播道書院香港美術教育協會摘要本文嘗試以考評制度及所引伸的現象, 檢視視覺藝術科文憑試評分模式會否對視覺藝術教育課程帶來影響當中發現考評制度中四個面向, 有可能對課程帶來影響, 分別為 :(1) 作品集呈交方法 ;(2) 藝術評賞依據成就描述的評核方法 ;(3) 文字在評核中佔據的角色 ;(4) 藝術評賞的考核安排考評制度成效的關注層面, 並非只就學生成績的個人層次作判斷, 而是檢視整個考評制度的機制, 並須瞭解學生學習成果是否達到預期設定的目標關鍵詞考評制度, 成就描述, 藝術評賞甲前言 % 101

依據成就描述的評核方法 ;(3) 文字在評核中佔據的角色 ;(4) 藝術評賞的考核安排考評制度成效的關注層面, 並非只就學生成績的個人層次作判斷,

2 2002 乙考評改革回應時代轉變 Greeno, Collins & Resnick The Behaviorist / Empiricist View 2 The Cognitive / Rationalist View 3 The Situative / Pragmatics-Sociohistoric View 丙實作評量何謂真實評量中的真實需要?

3 The Situative / Pragmatics-Sociohistoric View 1998 1997 1998 丙

3 Wiggins Linn, 丁持份者對考評改革的疑慮一作品集呈交方法影響評分效度 Valencia & Calfee showcase portfolio 103

4 documentation portfolio evaluation portfolio 2000 Mehrens Mb PDF Benjamin Benjamin IB 2013a

5 PDF moderator Dutt-Donter & Gilman 1998 二藝術評賞依據成就描述的評核方法 Mehrens Feldman

6 b

7 Boughton 三文字在評核中佔據過重的角色 Garcia & Pearson a Boughton performance over time

8 四藝術創作與藝術評賞緊扣相連的考核及評分安排 % %

9 戊總結 Linn, Bake & Dunbar, Educational Testing Service SGHC 109

10 Haren 2012 參考文獻 2013a b Rubrics Professor Doug Boughton hkptu.org/ptu/director/pubdep/ptunews/590/m01a.htm A06 110

89-105 2011 2012 11 13 http://www.edb.gov.

11 John Hawkins A F Benjamin, W Boughton, D

29 A13 2013 2013 1 15 2011 2011 1 7-10 2000 52 1 16-23 2010 26 6-7

12 Dutt-Donter, K., & Gilman, D. A. (1998). Students react to portfolio assessment. Contemporary Education, 69, Educational Testing Service. (1990). Helping America raise educational standards for the 21st century. Annual report. Princeton, NJ: Author. Garcia, G. E., & Pearson, P. D. (1994). Assessment and diversity. In L. Darling-Hammand (Ed.), Review of Research in Education, 20, Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Simon & Schuster Macmillan. Haren, F SGHC 2012 Linn, R. L. (1995). Measurement and assessment in teaching (7th ed.). New Jersey: Prentice- Hall. Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20(8), Mehren, W. A. (1992). Using performance assessment for accountability purposes. Educational Measurement: Issues and Practice, 11(1), Wiggins, G. (1990). The case for authentic assessment. (ERIC Digest). Retrieved from ERIC database. (ED328611) 112

), Review of Research in Education, 20, 337-391. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.

13 Potential impact of the assessment structure of the NSS Visual Arts on the curriculum CHAN Kwok Tung Evangel College, Hong Kong Society for Education in Art Abstract This article tries to link up the discussion on the topic of the assessment structure and the outcome phenomenon to evaluate and reflect the impact caused by NSS Visual Arts public examination. In the process of investigation, there are 4 aspects in the assessment structure of NSS Visual Arts Education public examination which are liable to influence the NSS Visual Arts Curriculum. They are classified as follows: 1. The ways of submitting students portfolios 2. The assessment ways of rubrics 3. The role of Statement and Words in the assessment 4. The assessment arrangement of Art Appreciation In summary, the evaluation of the complete assessment structure and the cognition of how students can achieve their learning targets should be the core items of detecting the true effect and result of the NSS Visual Arts Assessment Structure. Keywords assessment structure, rubrics, art appreciation 113

In the process of investigation, there are 4 aspects in the assessment structure of NSS Visual Arts Education public examination which are liable to influence the NSS Visual Arts Curriculum.

i 2010 2012 33 二新世紀的教改藍圖 Jeannette & Gordon 1998 8 2000 4-5 2009 118 5 3 2007/08 30% 2000 170

i 2010 2012 33 二新世紀的教改藍圖 Jeannette & Gordon 1998 8 2000 4-5 2009 118 5 3 2007/08 30% 2000 170 2013 新世紀後香港基礎教育的改革胡少偉香港教育學院摘要廿一世紀是資訊科技發達和知識爆炸的時代, 在全球化情境中, 各地政府推出不少教育改革以促進教育的發展 ; 教育統籌委員會於 2000 年 9 月公佈了香港教育制度改革建議,

2002 乙 考 評 改 革 回 應 時 代 轉 變 Greeno, Collins & Resnick The Behaviorist / Empiricist View 2 The Cognitive / Rationalist View 3 The Situative / Pra

2002 乙考評改革回應時代轉變 Greeno, Collins & Resnick The Behaviorist / Empiricist View 2 The Cognitive / Rationalist View 3 The Situative / Pra