高中工程設計專題學習歷程檔案評量量表之發展

Abstract

《十二年國民基本教育課程綱要》明確指出高中階段應著重工程設計的流程，也提倡應用學習歷程檔案評量紀錄學生的學習過程，但卻缺乏一致性的評量標準。因此，本研究旨在訂定高中工程設計專題學習歷程檔案評量標準，以作為高中生活科技教師評量的依據。本研究主要採用德懷術方法，邀請12位科技與工程領域專家，包含4位現職生活科技教師、4位科技與工程領域大學教授以及4位生活科技教科書作者，在經過兩回合的問卷調查後，擬分析問卷平均數（M）、標準差（SD）、四分位差（QD）、中位數（MD），以檢驗專家針對評量指標是否達成共識，最後，根據指標具體制定對應之表現標準，並召開專家諮詢座談審查內容，進而完成高中工程設計專題學習歷程檔案評量量表。本研究預期的效益為以下兩點：（1）提供科技教師一個評量工具，解決評量標準不一及時間不足的問題；（2）使工程設計專題學習歷程檔案的製作更加系統化，促進學生反思並增加學習成效。

The "Curriculum Guidelines of 12-Year Basic Education" clearly points out that the senior high school should focus on the process of engineering design, and also encourage using the portfolio to assess and record students' learning process, but no consistent assessment criteria are provided. Therefore, the purpose of this research is to formulate the assessment indicators and performance criteria for the senior high school students’ engineering design project so that senior high school living technology teachers may use it as the basis of assessment. This study invited 12 experts in the field of technology and engineering, including 4 current living technology teachers , 4 university professors in the field of technology and engineering and 4 authors of living technology textbooks, through Delphi technique, to compile expert opinions, analyze the Mean (M), Standard Deviation (SD), Quartile Deviation (QD), and Median (Md) from the two rounds of questionnaires, test the suitability of each indicator, and construct a complete portfolio assessment scale for senior high school students’ engineering design project. The expected benefits of this research are the following two points: (1) provide an assessment tool for living technology teachers to solve the problems of inconsistent assessment standards and lack of time; (2) make the production of portfolio for engineering design project more systematic and promote students reflect and increase learning outcomes.