HKIER

摘要

本文先介紹「專業發展進展圖」（簡稱為「進展圖」）的構思及其「促進學習的評估」的理念，繼而闡述一個質性研究。該研究探討16位視導導師及21位在職實習教師在教學實習評估中初步使用「進展圖」的情況，透過訪問，了解他們的實踐經驗。研究有助筆者了解「進展圖」的初步使用情況，從而啟發對下列議題的思考：（1）教學實習評估體系的設計與資源的投放；（2）評估文化的轉變；（3）「進展圖」、「促進學習的評估」與總結性評估的關係。

Abstract

This article presents a Professional Development Progress Map (hereafter as Progress Map) and the rationale of “assessment for learning” which underpins its use in field experience assessment. It reports a qualitative study in which interviews were conducted to understand its trial use by 16 teaching supervisors and 21 teacher participants of in-service teacher education programs. Through understanding the initial experience of using the Progress Map, we gain insights on the following issues: (1) the design of and resource allocation in the field experience assessment scheme; (2) the change in assessment culture; and (3) the relationship between the Progress Map, “assessment for learning,” and summative assessment.