設計並建置一個用於高等教育環境中的學習成效評量導引系統

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姓名

張惠茹(Hui-ju Chang) 查詢紙本館藏

畢業系所

資訊管理學系

論文名稱

設計並建置一個用於高等教育環境中的學習成效評量導引系統
(Designing and Developing an Approach for Improving the Consistency of Learning Assurance Evaluation in Higher Education)

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摘要(中)

對於AACSB認證中的學習目標而言，商管高教組織通常會使用學生的成績來判斷課程來確保學生的學習成效(Assurance of Learning)是否達成，而學生的成績則仰賴評量人員對於學生的表現進行評量才能得到，也就是說學生的分數品質對於學習成效的判定具有重大且關鍵的影響。但是，當課程的測驗題型採用建構反應試題(Constructed-response item)這種題型時，評量人員須依靠本身經驗及專業能力進行評量，由於評量者效應的存在，特別是共構課程有不同科系教師執教的情況下，評量的一致性便成為一個重要的課題。因此，本研究旨在透過教育訓練的角度，提出一個評量導引架構：LBR評量訓練循環模式(Learning , Behavior and Reaction Circular Training and Assessment Model)。同時透過此架構的三個分數品質指標(嚴格度、集中度、準確度)，協助組織能從不同角度掌握評量分數的品質。在實務應用上，本研究依據所提出的架構，實作出一個應用系統以幫助組織訓練並導引評量人員，使其了解組織所制定之評量準則後在進行評量時能符合組織的標準。本研究亦將LBR評量訓練循環模式應用於中央大學100學年度企業概論期中考的評量中，來展示系統功能與使用情形。最後，針對現有的運用與研究限制進行討論，並提出未來研究的可能方向。

摘要(英)

As for the assurance of learning of AACSB accreditation, the higher-educational organizations of business and management usually use the students’ scores of classes to determine whether they achieve the standards or not. Organizations can get the results after raters evaluate the performances of students. That is, the quality of evaluation of students plays an important role when judging the assurance of learning. However, raters have to score the constructed-response-item tests by their own experiences and professional skills. Owing to the existence of rater effect, the evaluation consistency becomes an important issue when the shared courses taught by different professors in different departments. Therefore, this research aims to propose a rating guidance framework, named LBR (Learning, Behavior and Reaction) circular training and assessment model. Through the three quality indicators (Harshness, Accuracy, Centrality), LBR can assist organizations to handle the quality of scores from different dimensions. This research also implements a system as a real use of LBR to train and guild the raters. After training by LBR, the result of raters’ rating will much more meet the goals of the organization. Finally, discussion and suggestions are presented for the future research.

關鍵字(中)

★ 高等教育
★ 商管教育品質認證
★ 評量者一致性
★ 評量者訓練
★ LBR評量訓練循環模式

關鍵字(英)

★ Quality accreditation of Business education
★ LBR circular training and assessment model
★ Raters training
★ Evaluation consistency
★ Higher education

論文目次

摘要 i
Abstract ii
誌謝 iii
目錄 iv
圖目錄 vi
表目錄 vii
第一章緒論 1
1-1 研究背景 1
1-2 研究動機與問題 2
1-3 研究目的 3
1-4 研究範圍與預期結果 3
1-5 研究架構 4
第二章文獻探討 5
2-1 AACSB 6
2-2 評量者一致性 8
2-2-1 類型 8
2-2-2 評量者效應 9
2-2-3 評量者效應類型 10
2-2-4 評量者效應分類 12
2-3 評鑑模式 12
2-3-1 Kirkpatrick 四階層模式 13
2-3-2 Brinkerhoff 六階段評鑑模式 15
2-3-3 ROI模式 16
2-3-4 CIPP 模式 18
2-3-5 小結 19
2-4 評量者訓練 19
2-4-1 參考架構訓練 19
2-4-2 評量者誤差訓練 20
2-4-3 績效構面訓練 21
2-4-4 行為觀察訓練 21
2-4-5 小結 22
2-5 評量者評量資料分析 22
第三章研究方法 25
3-1 概念說明 25
3-2 研究架構 27
3-3 架構細部說明 30
3-3-1 學習循環 31
3-3-2 行為循環 31
3-3-3 反應循環 33
3-4 學習循環之實作 33
第四章訓練導引系統設計 35
4-1 開發軟體及系統建置環境 35
4-2 訓練導引系統設計 37
4-2-1 系統使用案例分析 37
4-2-2 類別圖 42
4-2-3 活動圖 44
4-2-4 循序圖 46
第五章系統展示與個案說明 49
5-1 個案背景介紹 49
5-2 個案步驟 50
5-2-1前置作業 50
5-2-2 評量者進行導引練習及檢測(學習循環) 53
5-2-3 評量者實際進行評量並分析評量數據(行為循環) 55
5-2-4 評量者進行回饋(反應循環) 55
5-2-5 第二次循環 55
5-3 個案結果 56
第六章結果討論 57
6-1 訓練結果 57
6-2 信效度分析 63
6-2-1 信度分析 64
6-2-2 建構效度 64
6-2-3 內部效度 64
6-2-4 外部效度 65
6-2-5 結論效度 65
6-3 研究貢獻 65
6-4 研究限制 66
第七章結論與未來展望 67
7-1 結論 67
7-2 未來展望 67
參考文獻 68

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指導教授

陳仲儼(Chung-yang Chen)

審核日期

2012-7-23

推文