在藝術管理學習中使用評分量規的實踐和意義

評分量規rubric提供一個細致統一的系統，使評量有更高的透明度，受到學生和不少教育工作者的歡迎。老師可以跟學生分享作業相關的評分量規和評量結果，讓學生知道他們不同方面的表現，有利其針對性地攺進。藝術管理學習注重訓練學生理解、分析及解決問題的能力，經常讓學生通過項目或實踐模式學習，故此模式適合以評分量規方式評量，故在此文章中，作者將分享兩個建構藝術管理作業評分量規的實踐案例。學習成果導向的教育理念是現時的大趨勢，評量的目的主要是量度期待學習成果達致的程度。通過構建或了解作業的評分量規，老師和學生會更加注重學習成果，從而證明評分量規作為教學指導的有效性。
Rubrics provide a coherent set of criteria for assessment and raise the transparency of evaluation. It is thus welcome by students and many educators. When teachers share the rubrics they used for grading assignments as well as the evaluation results, students get to know their levels of performance in different aspects. This enables them to focus on areas for improvement. It is important in arts management learning to cultivate students’ understanding, analytical and problem-solving abilities. Thus project-based learning and practice-based learning are often employed. The use of rubrics as assessment tools for these learning activities is appropriate. The author shares two practical examples of rubrics which he used for arts management assignments. The current trend in education is towards outcome-based learning. It follows that a major objective of assessment is to measure how far intended learning outcomes have been achieved. With teachers and students involved in constructing or understanding the rubrics used in assessment respectively, more attention are given to learning outcomes. In this way, rubrics can also serve as guides for instruction. Copyright © 2019 上海人民美術出版社有限公司.