幼兒教師在學習評量實踐知識上之專業發展―個人主體與幼兒園願景交互考量

Early Childhood Teachers’ Professional Development in Practical Knowledge of Assessment: Integration between Teachers and the Preschool

本研究目的是從學習評量實踐知識的觀點，提出幼兒教師專業發展的一條路徑：如何交互考量「幼兒教師主體」及「幼兒園願景」，以貼近幼兒教師評量專業精進需求。幼兒教師的學習評量之輔導的目的，在於幫助幼兒教師清楚得知幼兒學習狀況，得到佐證以評估學習的成效，並回饋課程與教學對幼兒學習的影響。筆者彙整國內實施學習評量文獻，發現存在兩個議題：（一）評量行動與評量目的落差：知道「做什麼」不知「為何做」；（二）評量信念與實踐的落差：知道「如何做」但無法「做得好」；此二問題往往導致無法有效評估學習成效、無法做出最佳評量決定、偏離原有評量信念、及易受外力左右評量行動的後果。學習評量專業發展即為改善評量實踐，幫助幼兒教師達成「知行合一」的目標。筆者針對幼兒教師評量專業發展提出兩個策略：（一）教師主體性與幼兒園願景鑲嵌互融：個人與幼兒園建立評量共識共創願景，勇於發聲進行社群專業對話，覺察並修正自己的評量實踐知識。（二）透過解決現場的實踐問題，教師協同合作提升評量知能：瞭解幼兒教師已有的經驗與知識，藉由協同解決問題產生成功經驗，關注問題解決中的幼兒園整體脈絡。期望藉由上述二策略，幼兒教師與幼兒園全體共同面對評量現況，在建構評量實踐知識的過程中提升個人專業，共謀園所願景，最終促進幼兒的學習成長。

This study proposed a point of view on the practical knowledge of assessment for learning to develop the teacher’s profession which considers both the subjectivity of the preschool teacher and the vision of preschool. The objective of mentoring the preschool teachers in assessment for learning was to recognize evidences in children’s learning， evaluate learning results， and give feedback to curriculum and instruction. Reviewing literature， the researchers found two issues in assessment practice: Firstly， there were gaps between “why” and “how” to action of assessment. Secondly， there were gaps in “what to do” and “what should do” in assessment practices. To improve teachers’ practical knowledge in assessment， the researchers recommended to integrate both teacher-based and preschool-based needs into professional development， including building vision through teachers， reaching a consensus in assessment practice， and resolving field problems coordinately to promote knowledge of assessment.