量規運用於特殊師範藝術教育師資人才培養之學習成果評量研究：以手語舞蹈頂點課程為例

The Research on Using Rubrics in Learning Outcomes Assessment for Special Education Art Teachers’ Preparation in Normal University: Taking Sign Language Dance Capstone Course as Example

本研究以南京特殊教育師範學院音樂學本科專業「手語舞蹈頂點課程期末考試量規」之構建與應用為例，驗證其信度和效度。研究結果顯示，四位評價者間的相關係數值介於.936～.951之間，說明四位評價者使用「手語舞蹈頂點課程期末考試量規」評分一致性較高，本量規具有良好的評分者信度；學生對「手語舞蹈頂點課程期末考試量規」使用之問卷各題的平均數均超過4.0，說明學生對使用本量規持有正向態度。多數學生認為使用本量規比傳統百分制給分方式更客觀、更公平，是一種有效、多元的評價方法。量規為手語舞蹈頂點課程期末考試改革提供了指導，最大限度保證了評價學習成果的客觀性和科學性，提高了手語舞蹈頂點課程教學質量，在培養特殊師範藝術教育師資人才方面具有積極的推動作用。

This research focuses on the construction and application of the rubric assessment in sign language dance capstone courses for musicology undergraduates in Nanjing Normal University of Special Education, and examines the reliability and validity of this rubric. The correlation coefficients between four raters, ranging from 0.936 to 0.951, indicate that the four raters have high inter-rater agreement in the use of final assessment rubric in sign language dance capstone courses, and that the rubric has good inter-rater reliability. The mean of items in the final assessment rubric for the questionnaire of sign language dance capstone courses is above 4 points, graded by students, which shows that students have a positive attitude towards using this rubric. To most of the students, the rubric is considered to be an efficient and an alternative assessment tool, and in addition, using this rubric as a means of assessing learning outcomes is more objective and fairer than using traditional marking system. This rubric has guided the reform of sign language dance capstone course final assessments. It not only ensures the objectivity and scientificity of assessing learning outcomes to maximum extent, but also enhances the teaching quality of sign language dance capstone courses. In terms of teacher preparation, the rubric has a positive influence on cultivating special education art teachers.