面對評估改革之挑戰：教師的信念與實踐

現時的香港教育改革，鼓勵不同形式的評估，以及淡化公開考試為唯一評估學生學習能力的途徑。全新的高中課程，建議於2009年實行。新的公開考試評估設計，除了以往一次過的公開筆試外，還包括校本評估 (School-based Assessment, SBA)，建議校本評估應佔總評估約20%；此外，還建議校本評估的作業應由多樣化的實習作業與非實習作業組成，以反映學生的實習作業、進行科學探究、共通能力技巧 (例如創造力、批判思考能力) 等多方面能力。研究者亦提倡，科學評估需反映學生以下幾方面：學習科學概念的情況、科學過程技巧的發展、共通能力技巧以及學習態度。這些改革引起關注，擔心教師是否已有充足準備以迎接評估改革。本文報告為深入探討中學科學教師對學生的科學學習評估之信念與實踐所作的定量研究結果。研究結果報告有關科學評估作業的選取、量度的學習範疇，以及另類評估、總結性評估、考試和公平性等概念。本文就教師對科學評估的信念與實踐，論述教師發展的方向，以支援試圖於科學科上運用另類評估的科學教師。
With the launch of the education reform in Hong Kong, a variety of modes of assessment is encouraged, and the use of a one-off examination to determine student performance has decreased. The new senior secondary curriculum, which is to be implemented in 2009, depicts the use of school-based assessment (SBA) in addition to a one-off examination. It was suggested SBA comprise 20% of the total score of a subject. Moreover, SBA will take the form of a variety of student work which may or may not be practical activities. These tasks should reflect students' abilities to conduct scientific investigations, and should students to develop generic learning skills and positive learning attitudes. Teachers were concerned about these changes and were worried about whether they were prepared to meet the new assessment demands. This paper reports the beliefs and practices of secondary science teachers related to the new assessment demands in science subjects. The findings include the choice of assessment tasks in science, the areas assessed, and teachers' conceptions of assessment, fair assessment and examinations. The paper concludes with suggestions for the directions of teacher development so as to support teachers in meeting the demands of the new assessment reform. Copyright © 2008 優質學校教育學報.