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形成性評量對教學者的意義： 以心理學在認知、道德及自我建構的評量為例

形成性評量對教學者的意義： 以心理學在認知、道德及自我建構的評量為例. 評量應本適性化、多元化之原則. 形成性評量 總結性評量 診斷性評量 安置性評量 國民中小學學生成績評量應本適性化、多元化之原則，兼顧形成性評量、總結性評量，必要時得實施診斷性評量及安置性評量。. 形成性評量 (Formative Assessment). 在教學活動進行中 對教師的教學安排以及對學生的學習表現所進行的評量。 用意在提供教師教學與學生進步情形的回饋資料，指出教學安排上的缺失，或是學生學習的問題。 實施學生的補救教學，或是改變教師的教學計畫。 . 如何了解個別差異及學習狀況.

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形成性評量對教學者的意義： 以心理學在認知、道德及自我建構的評量為例

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  1. 形成性評量對教學者的意義：以心理學在認知、道德及自我建構的評量為例形成性評量對教學者的意義：以心理學在認知、道德及自我建構的評量為例

  2. 評量應本適性化、多元化之原則 • 形成性評量 • 總結性評量 • 診斷性評量 • 安置性評量 • 國民中小學學生成績評量應本適性化、多元化之原則，兼顧形成性評量、總結性評量，必要時得實施診斷性評量及安置性評量。

  3. 形成性評量(Formative Assessment) • 在教學活動進行中 • 對教師的教學安排以及對學生的學習表現所進行的評量。 • 用意在提供教師教學與學生進步情形的回饋資料，指出教學安排上的缺失，或是學生學習的問題。 • 實施學生的補救教學，或是改變教師的教學計畫。

  4. 如何了解個別差異及學習狀況 • 以圖形活動為例 • 自我與他人之間的差異 • 如何克服這種差異 • 在互動中觀察與檢視 • 瞭解學習者的狀態且引發學習者的動機 • 發展出個人的修補模式

  5. 從認知發展的實驗為例 • Conservation of Length • Conservation of Quantity • Mental Verbs (ex: Lie, or Liar)

  6. F07_07

  7. Conservation of Length The study of Piaget (1970): In different experiments, Piaget has shown that preschool children do not recognize invariance of different features, such as number or length. This is typical for children at the preoperational stage. The following is an experiment in which he showed that children at the preoperational stage did not show conservation of length: Contributor © POSbase 2004

  8. Conservation of Length In his experiment on conservation of length, Piaget presented children of less than six years of age two strings: • The children were asked which string is longer. • Children recognized that it is the same length before the string was brought into a crescent form, but not afterwards © POSbase 2004

  9. Conservation of Length Piaget concluded that children did not recognize the invariance of length; they do not understand that the operation is reversible. However, other interpretations are possible (McGarrigle & Donaldson, 1974). • Other conservation studies include: • Conservation of number • Conservation of quantity • Conservation of mass © POSbase 2004

  10. Conservation of Quantity The study of Piaget (1970): In different experiments, Piaget has shown that preschool children do not recognize invariance of different features, such as quantity or length. This is typical for children at the preoperational stage. The following is an experiment in which he showed that children at the preoperational stage did not show conservation of quantity: Contributor © POSbase 2004

  11. Conservation of Quantity In his experiment on conservation of quantity, Piaget presented children of less than six years of age two glasses of water: • The children were asked whether or not there is more water in one of the glasses. • Children recognized that it is the same amount before the water was poured into the other glass, but not afterwards. © POSbase 2004

  12. Conservation of Quantity Piaget concluded that children did not recognize the invariance of quantity (identity), and the compensation; they do not understand that the operation is reversible, and that therefore, there must be the same amount of water in both glasses. • Other conservation studies include: • Conservation of number • Conservation of length • Conservation of mass © POSbase 2004

  13. 有關Mental Verbs的研究 • 孩子如何理解什麼是說謊 • 說的與事實不符合，是不是就是說謊？ • 什麼是說謊的判斷標準？

  14. 兒童對說謊概念的理解

  15. 兒童對說謊概念的理解

  16. 哥哥到底有沒有說謊

  17. 變色龍的故事 • 有一隻變色龍他本來身上是紅色 • 有一天他想改變自己身上的顏色 • 他就在自己身上塗滿了黃色 • 後來有隻猴子經過，問變色龍： • 你現在變成什麼顏色？ • 變色龍說我是『黃色的變色龍』 • 變色龍到底有沒有說謊？

  18. 從傳統品格教育到道德教育 • 過去只注重總結評量 (外在行為的表現) • 忽略了形成性評量 (內在個人的理解) • 缺少安置性評量 (發展上的差異) • 不注重診斷評量 (瞭解問題學生的困境)

  19. 早期強調「品格教育」主要面對的問題 • (a). 以強制或威權的方式教導 • (b). 強調外在的「服從」或「道德行為」的 表現而非個人內在的「理解」 • (c).「特質」的穩定性與一致性 (Hartshorne, H., & May, M.A., 1928-1930)

  20. 早期強調「品格教育」主要面對的問題 • (d).「特質」的主觀性與任意性 (Kohlberg, L. & Mayer, R., 1972) “Any compilation of favored or approved Virtues is completely Arbitrary.” “One person’s integrity is another person’s stubbornness.” “One person’s honesty in expressing true feelings is another person’s insensitivity to the feelings of others.” • (e). 注重「群體」的整體利益 而忽略「個人」 的獨特發展

  21. 傳統品格教育所造成的困境 • (a).流於教條或表面形式的教育 （Meaningful; Understanding） • (b).學生及教師對對品格教育缺少興趣與好奇 (Moral Emotion; Moral Motivation)

  22. 傳統品格教育所造成的困境 • (c).發展出「他律」(非自律) 或Kohlberg所提出Type A的道德思考模式 (Moral Thinking; Moral Reasoning) Type A: a. Normative Order b. Utilitarian Consequence Type B: c. Justice d. Ideal Self

  23. 傳統品格教育所造成的困境 • (d). 將道德的目的視為只是用來約束與干預個人的興趣與發展--無法真正理解道德的目的與不同面向的意義 Piaget’s Play and Moral Development Game and Rules Kohlberg’s Moral Dilemmas Stories: Moral Principle; Obligation (Social Roles) Contract (Personal Commitment) Truiel’s Social Cognitive Domain Theory: Moral Domain; Social Conventional Domain; Psychological Domain (Interpersonal, Personal);Prudential Domain

  24. 傳統品格教育所造成的困境 • (e).無法形成道德的內化與道德的認同 Moral Internalization Moral Identity Moral Commitment Moral Personality

  25. 以Kohlberg道德發展為例 • 一、漢斯偷藥的故事？ • 二、荒島的抉擇：老人、病人、年輕人 • 三、悔改的老闆是否應該檢舉？ • 四、父親的困境： • 出國與祖產的選擇、露營的選擇、妹妹的秘密 • 五、生命的問題：安樂死的困境、墮胎的困境

  26. 早期經驗對個人發展的影響：以Attachment Theory的研究為例

  27. Attachment Theory的發展與重要概念的形成 • The original attachment theory： John Bowlby, Ainsworth • Function of Attachment：felt secure • The continuity of attachment system： *a secure base *the internal working models of self and significant others

  28. 依戀關係的型態 Model of self Positive Negative （ Low） （High） Positive （Low） Model of other Negative （High） CELL Ⅰ CELL Ⅱ SecurePreoccupied Comfortable with Preoccupied with Intimacy and autonomy relationships CELL Ⅲ CELL Ⅳ Dismissing Fearful Dismissing of intimacy fearful of intimacy Counter-dependent Socially avoidant

  29. Late Adolescent Attachment • The Continuity of Attachment Systems: a. sense of felt security or safety: maintain similar meanings and goals, even though attachment behaviors can be expected to change.

  30. The Continuity of Attachment Systems: (continue) b. once the working models are firmly established, they regulate attachment- related processes and are resistant to dramatic change.

  31. The Continuity of Attachment Systems: (continue) c. The working models of attachment systems formed in early years will determine what is perceived and what ignored.

  32. 表一：三次評量中不同依戀型態在各量表得分的平均數及變異數表一：三次評量中不同依戀型態在各量表得分的平均數及變異數

  33. 表二：三次評量中不同依戀型態在各量表得分的差異表二：三次評量中不同依戀型態在各量表得分的差異

  34. ADULT ATTACHMENT INTERVIEW： Mary Main

  35. AAI中的Coherence包含： • Quality-- be truthful, and, have evidence for what you say • Quantity-- be succinct, yet complete

  36. Relation—be relevant or perspicacious, presenting what has to be said so that is plainly understood • Manner—be clear and orderly

  37. 個人晤談資料初探： 個人晤談資料分為兩部分來探討： ﹝一﹞對於過去相關經驗的內容分析 ﹝二﹞對這些相關經驗的理解或展現方式。

  38. 安全依戀與不安全依戀型態過去相關經驗的差異：安全依戀與不安全依戀型態過去相關經驗的差異： • 1.不安全型態的受試者在晤談中，較常提及的負向家庭經驗，例如：父母異離、家庭衝突事件。 • 2.和父母的關係較緊張而且覺得父母的要求不合理或很奇怪，不清楚或了解父母的想法。 • 3.對父母的感覺的矛盾、而且對父母的較描繪瑣碎片段。 • 4.對母親的關係與對父親的關係差異很大。

  39. 安全依戀與不安全依戀型態展現相關經驗的差異：安全依戀與不安全依戀型態展現相關經驗的差異： • 1.不安全依附類型的受訪者在晤談的對話中傾向於一問一答，而且回答簡短且較少補充或主動說明。 • 2.對經驗或相關事件的描繪方式比較不完整或是較零碎。 • 3.對父母的陳述比較陳述父母的行為方面個人對這些行為的感受或知覺較少被提及。

  40. 4.所陳述的父母的形象較瑣碎不完整，比較難從其描述中勾畫出父母可能的樣式。4.所陳述的父母的形象較瑣碎不完整，比較難從其描述中勾畫出父母可能的樣式。 5.談及相關經驗比較容易偏離主題。 6.停頓或猶豫的時間較長、表達的較不流暢。 7.覺得很難回答或不記得相關過去經驗。 安全依戀與不安全依戀型態展現相關經驗的差異：

  41. 敬請指教

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