臺師大教務處共教國文組於一〇六學年度起鼓勵授課教師融入美國賓州州立大學凱倫・莫菲教授之深度討論教學法（Quality Talk）於國文課堂，此一教學法乃以教師為思辨引導者，引導學生自主提問，並利用小組成員的「討論」以獲得答案或共識，由此來鍛鍊「思辨力」與「表達力」。為了解學生修課後有關「思辨」與「表達」之學習表現，共教國文組遂召集授課教師共同研發可評估學習成效之測驗評量。本測驗及其評分量尺乃藉行動研究發展得出，自一〇七年學年度第二學期起，以全校修課同學為施測對象，施行前測與後測，利用測驗設計、測驗實施、測後檢討、測驗修正等研究程序的循環實施而使測驗趨向完備。一一〇學年度第一學期，更邀集校外專家針對本測驗暨評分量尺展開審訂，確立本測驗之測驗題型為：「問答題」、「提問題」、「提問作答題」，對應之評量項目為：「訊息統整」、「問題提問」、「觀點建立」及「文辭組織」，各評量項目均分為A、B、C三等級，各等級學習表現皆有相應說明描述。

In the past six years, Chinese Education Division of General Education in National Taiwan Normal University has focused on college students’ critical thinking ability. The purpose of this study is to investigate the students' writing performance and their ability of critical thinking. The research design involves the following steps: Step 1: Assessment design; Step 2: Assessment implementation; Step 3: Assessment investigation; Step 4: Assessment revision. The assessment consists of three parts: “Short answer”, “Question”, and “brief essay”. The “Critical Writing Assessment” rubric is designed for feedback. It provides both learning guidance and analysis of learning outcomes. There are four scoring items: “Integration of information”, “Explanation of issues”, “Student's position (perspective, thesis/hypothesis)”, “Organization of writing”, and the items can be divided into three levels.

國文教學; 深度討論; 測驗評量; 思辨寫作

Chinese education; quality talk; assessment; critical writing