英國特殊教育需求學生成效量尺之探究及其對我國特殊教育的啟示

The Study on the Performance Scales of Pupils with Special Educational Needs in the United Kingdom and Its Implication for Special Education in Taiwan

本研究旨在探析英國特殊教育需求學生成效量尺（ Performance Scales, P Scales），說明該量尺係為提供給無法應用國家課程標準的5～16歲特殊教育需求學生作為其能力水準參照，教師可以成效描述作為課程教學規劃及評量設計之參考依據。本研究透過文獻探討，先行說明其發展沿革，其次針對其理論基礎與內容使用進行說明，並闡述其實際應用狀況。最後，透過比較教育分析角度歸納出英國成效量尺以成效描述作為學生學業成就評估之參照，並循序漸進建置其層級標準，其內容可供學校與教師作為教學及評量規劃參考。本研究主要結果包括：一、P Scales於1998年公告，以作為評估未達國家課程標準之特殊教育需求學生替代方案；二、P Scales分為P1～P8等8個等級，其中在P1～P3再區分兩個層級，其內涵為8個等級、11個階層的標準；三、P Scales實際可應用在學生個別化教育計畫、追蹤學生學習成效、教師績效責任管考及課程教學等面向。目前雖已達成階段性任務，在2021年改採用參與模式及前關鍵階段標準作為評估標準，但仍可觀察到其重要性與實用性。根據本研究結果，對我國特殊教育課程、教學、評量及學生學習成效追蹤等面向提出發展參考，透過相關建議以促進我國特殊教育品質之提升。

Performance Scales (P Scales) is provided for 5-16 years-old pupils with Special Educational Needs who cannot apply the national curriculum standards. As a reference for curriculum teaching planning and evaluation design. Therefore, this study first explains its development history, and then explains its content, and analyzes its related research and application overview to illustrate its application effect through literature review. Finally, it is concluded that the performance description of P Scales is used as a reference for the evaluation of students’ academic achievement. The main findings include: 1. P Scales were announced in 1998 as an alternative for assessing students with special educational needs who do not meet the national curriculum standards. 2. P Scales are divided into eight levels from P1 to P8. Within P1 to P3, two additional tiers are further differentiated, resulting in eight levels with eleven sub-tiers of standards. 3. P Scales can be practically applied in individualized education programs for students, tracking of student learning outcomes, performance accountability evaluation for teachers, and in curriculum instruction. Even though P Scales have completed their phased objectives and adopted the engagement model and pre-key stage standards as their assessment benchmarks in 2021, their importance and practical utility remain evident. According to the result, suggestions are put forward for the development of our country’s special education curriculum, instruction, assessment, and tracking of student learning outcomes. These recommendations aim to enhance the quality of special education in Taiwan.