[[abstract]]科學教育是全民的科學教育，而現今科學教育的潮流強調多元化的科學教育。面對多元化的學生，教師需要透過公正性的評量以了解學生的學習成果，這對學生參與在他們自己的學習亦具有高度的價值。全方位設計評量是基於公平和可及性的原則，而使廣泛的學習者均能參與使用的一種教育評量。本研究的目的即在於協助與支持教師發展全方位設計評量，以使學生能展現其學習成果。研究計畫全程三年，第一年旨在透過調查了解國中自然與生活科技教師與學生對發展全方位設計評量之需求與看法。第二年為依據調查結果編製國中自然與生活科技教師實施全方位設計評量之資源手冊以協助教師進行試題編製。第三年為應用第二年所編製手冊進行協助教師發展全方位設計評量之成效研究。期望透過本研究能增進教師在班級中設計評量多元化學生之能力，進而使學生透過評量而使其能力得以展現。 Science education is for all citizens and its focus has shifted to how to satisfy the needs of diverse learners nowadays. Due to the diversity of learners, teachers must use equitable assessments in order to know how well a student learns. It would also help students truly engage in learning. Universally designed assessment (UDA) is an approach to educational measurement, which is based on the principles of equality and accessibility and enables all learners to be involved. The purpose of study is to assist and support teachers to develop UDA so that students could show their true learning progress. This is a 3-year project. In the first year, it will focus on investigating the perceptions and needs of science and technology teachers from junior high schools regarding developing UDA. In the second year, it will focus on developing a handbook to help teachers create test items qualified for UDA. In the final year, it will focus on evaluating the effectiveness of the UDA handbook on improving teachers’ abilities in developing UDA. With the improvement of teachers’ abilities in developing UDA, the learning potential of students might be revealed.
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机译：[[abstract]]科学教育是全民的科学教育，而现今科学教育的潮流强调多元化的科学教育。面对多元化的学生，教师需要透过公正性的评量以了解学生的学习成果，这对学生參与在他们自己的学习亦具有高度的价值。全方位设计评量是基于公平和可及性的原则，而使广泛的学习者均能參与使用的一种教育评量。本研究的目的即在于协助与支持教师发展全方位设计评量，以使学生能展现其学习成果。研究计画全程三年，第一年旨在透过调查了解国中自然与生活科技教师与学生对发展全方位设计评量之需求与看法。第二年为依据调查结果编制国中自然与生活科技教师实施全方位设计评量之资源手册以协助教师进行试题编制。第三年为应用第二年所编制手册进行协助教师发展全方位设计评量之成效研究。期望透过本研究能增进教师在班级中设计评量多元化学生之能力，进而使学生透过评量而使其能力得以展现。 Science education is for all citizens and its focus has shifted to how to satisfy the needs of diverse learners nowadays. Due to the diversity of learners, teachers must use equitable assessments in order to know how well a student learns. It would also help students truly engage in learning. Universally designed assessment (UDA) is an approach to educational measurement, which is based on the principles of equality and accessibility and enables all learners to be involved. The purpose of study is to assist and support teachers to develop UDA so that students could show their true learning progress. This is a 3-year project. In the first year, it will focus on investigating the perceptions and needs of science and technology teachers from junior high schools regarding developing UDA. In the second year, it will focus on developing a handbook to help teachers create test items qualified for UDA. In the final year, it will focus on evaluating the effectiveness of the UDA handbook on impr oving teachers’ abilities in developing UDA. With the improvement of teachers’ abilities in developing UDA, the learning potential of students might be revealed.
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