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問卷調查 |
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Definition: Asking individuals to share
their perceptions about the study
target—e.g., their own or others
skills/attitudes/behavior, or program/course
qualities and attributes. |
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訪談 |
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Definition: Asking individuals to share
their perceptions of their own attitudes
and/or behaviors or those of others.
Evaluating student reports of their
attitudes and/or behaviors in a face-to-face
dialogue. |
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標準化的測驗/量表 |
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Definition: Group administered, mostly or
entirely multiple-choice, “objective” tests
in one or more curricular areas. Scores are
based on comparison with a reference or norm
group. Typically must be purchased from a
private vendor. |
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自行研發的量表/測驗 |
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Definition: Objective and/or subjective
tests designed by faculty of the program or
course sequence being evaluated. |
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長期檔案紀錄 |
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Definition: Biographical, academic, or other
file data available from the college or
other agencies and institutions. |
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優點 |
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容易取得，只須花一點功夫。
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建立於已持續進行的資料收集上。
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是設立比較前後基準線的好方法。
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缺點 |
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須費相當的力氣和協調決定校園內到底可提供哪些資料，然後才製成需要的格式。
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發揮最大功效，資料組件必須整合。這可能需要滛學生資料設計個別的資料庫。
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也許會造成變相鼓勵「找地方用資料」而不是針對其特定的目標、目的作評鑑。
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注意事項 |
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焦點團體 |
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Definition: Typically conducted with 7-12
individuals who share certain
characteristics that are related to a
particular topic related to a research or
evaluation question. A trained moderator
conducts group discussions with participants
(several times, if possible) to identify
trends/patterns in perceptions. Moderator’s
purpose is to provide direction and set the
tone for the group discussion, encourage
active participation from all group members,
and manage time. Moderator must not allow
own biases to enter, verbally or
nonverbally. Careful and systematic analysis
of the discussions provides information that
can be used to evaluate and/or improve the
desired outcome.
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優點 |
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缺點 |
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注意事項 |
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若能由一個受過訓練，且有主導焦點團體與分析焦點團體資料經驗的人領導，焦點團體是一個迅速、便宜的蒐集資訊方式。
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此工具對支援其它評鑑方法的三角比對(triangulation)很有幫助，但不能成為評鑑程序的主軸。
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焦點團體也應和其它的評鑑法一樣以嚴謹的態度執行，依據健全的設計流程來發展與分析。
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學習歷程檔案 |
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Definition: Collections of multiple student
work samples usually compiled over time and
rated using rubrics. The design of a
portfolio is dependent upon how the scoring
results are going to be used.
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模擬測驗 |
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Definition: A competency based measure where
a person’s abilities are measured in a
situation that approximates a “real world”
setting. Simulation is primarily used when
it is impractical to observe a person
performing a task in a real world situation
(e.g., on the job).
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實地表現評量 |
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Definition: A competency-based method
whereby abilities are measured in most
direct, real-world approach. Systematic
measurement of overt demonstration of
acquired skills. |
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優點 |
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對學到的東西作最直接的評量。
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超越紙筆測驗的限制和大部分其它技能評量方式。
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格外地與職業訓練課程的目標與技能發展相關。
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缺點 |
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注意事項 |
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聘請專業評鑑者 |
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Definition: Using an expert in the field
from outside your program, usually from a
similar program at another institution to
conduct, evaluate, or supplement assessment
of your students. Information can be
obtained from external evaluators using many
methods including surveys, interviews, etc. |
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優點 |
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可增加公正性與客觀性。
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藉著專業評鑑者的協助，可提供課程諮詢的機會。
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學生可能透露給外人平時不便分享的事。
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缺點 |
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注意事項 |
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口試 |
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Definition: An assessment of student
knowledge levels through a face-to-face
dialogue between the student and
examiner—usually faculty. |
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優點 |
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缺點 |
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需在課程進行中灌輸學生相當多的口頭發表技巧。
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費時費力。
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要需求評量方面的專業知識以確保合理性與可靠度。
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注意事項 |
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行為觀察 |
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Definition: Measuring the frequency,
duration, topology, etc. of student actions,
usually in a natural setting with
non-interactive methods. For example, formal
or informal observations of a classroom.
Observations are most often made be an
individual and can be augmented by audio or
videotape. |
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