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Implementing Portfolio Assessment in Junior High School Physical Science Class-An Action Research Approach
Action research;Physical science assessment;Portfolio assessment;Learning achievement;Learning motivation
|Issue Date: ||2012-11-22T07:44:59Z
The purposes of this study were to report how a physical science teacher using action research to implement portfolio assessment, and to investigate the effect of portfolio assessment on students' cognitive and affective learning. The subjects of this research were a class of 8th graders with the gifted and talented in the fine-arts field. The action research lasted for seven months, data collected in the study included questionnaires, classroom observation, interviews and students' document. In the beginning of implementing portfolio assessment, researcher faced two types of problems: one related to students, another related to researcher's concern. Problems related to students were: lacking of completing portfolios, being late to hand in their works of the portfolio, and displaying lots of coarse methods and messy content. Problem related to researcher was how to implement portfolio assessment in efficient way. Solutions for the above problems were: displaying students' good works, sharing their ideas with one another in the class, and giving suggestions or correcting students' portfolio. As to the problem that too many students' wouldn't hand in their works, the researcher tried to point out the themes of their portfolio, to discipline those students who didn't hand in their works according to the school regulations. Research found out the period for students to turn in their portfolio were every two or three weeks. This time period could help both students to write complete tasks and teacher to reduce grading burden. Having peer to evaluate each other's portfolio could also increase the efficiency of implementing portfolio assessment in the class. In order to help students generate diverse and abundant portfolio, researcher encouraged students to present their works in different styles. As a result, though most of students' works still used writing to present their ideas, some students would aid painting in their works.
|Relation: ||科學教育, 13: 52-72|
|Appears in Collections:||[科學教育研究所] 期刊論文|
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