素養導向三環評量的習慣領域之分析研究

An Analysis and Research on the Habitual Domains from Literacy-Oriented Three-Ring Assessment

本研究的目的為應用習慣領域的四個基本概念（潛在領域、實際領域、可達領域、可發概率）來深入探討素養導向三環評量之課題，首先從素養導向教師教育到素養導向教學，再至素養導向評量與評量典範轉移觀點，深入探討學習評量三環論的相關議題，最後再加入習慣領域四個基本概念的分析。研究發現，習慣領域的四個基本概念能有效詮釋跨領域應用的習慣領域理論，並可延伸與應用至素養導向的三環評量實務之中，最後再以評量典範轉變及金字塔三環評量之平衡的雙重思考，加上習慣領域四個基本概念之分析結果，作為本研究的結論並提供未來研究之參考。

The purpose of this study is to apply the four basic concepts of habitual domains (potential domains, actual domains, reachable domains, and activation probability) to deeply explore the topic of literacy-oriented three-ring assessment. Explore issues related to the three-ring assessment, and then add an analysis of habitual domains. This study found that the four basic concepts of habitual domains can effectively explain that the cross-domain theory to the practice and application of the literacy-oriented three-ring assessment. In the end of this study, the double thinking of evaluating paradigm shift and the balance of the three-ring assessment of the pyramid, plus the analysis results of the four basic concepts, serve as the conclusion of this study and provide suggestions and ideas for future research.