从三环评量理论探讨融合教育 之学习评量.pdfVIP

特殊教育 National 與 Taichung University 輔助科技 52 從三環評量理論探討融合教育 之學習評量 林沛穎 林昱成 加拿大莎佳奇萬大學 美國德州大學心理系 摘 要 學習評量是學習過程中不可或缺的一環 ，隨著時代的變遷 ，評量的概念也應隨之 改變 。本文探討三環評量的基本概念與迷思 （促進學習的評量 、評量即學習 、學習成 果的評量 ），並更進一步提出一項新的整合型評量模式 。我們認為 ，除原先的三環評量 方式外 ，更應納入教學和考試的調整策略 ，以幫助接受融合教育的身心障礙學生 ，適 性地學習與發展 。 Assessment of, for, and as Learning in Inclusive Education Pei-Ying Lin Yu-Cheng Lin University of Saskatchewan, Canada University of Texas, United States Abstract Educational assessment is indispensible for student learning and instruction across grade levels and subject domains. As it is critical to address all students’ learning needs in inclusive classrooms, the definitions and concepts of conventional assessment should be revisited and modified. This paper begins by laying out three major assessment concepts (assessment for learning, assessment as learning, and assessment of learning) and discussing myths of classroom and large-scale assessments. We propose an alternative assessment model which also includes the use of assessment and instructional accommodations for students with special needs placed in inclusive classroom settings. This alternative assessment model is