本研究探究一位國小自然科教師進行行動研究以實施多元評量的歷程中，如何藉由反思，指引行動以獲得教學專業的發展。資料來源包括：教師研究日誌、教學錄影帶、相關文件、教師對學生訪談記錄，以及行動研究小組會議之記錄。針對個案教師進行行動研究過程中對教學評量的理解與實務的演變進行分類、比較及信效度的建立。研究者據此資料形成四個主張，以詮釋個案教師多元評量的歷程的反思與實踐。(1)反思評量的目的，引導教師建立評量制度、破除分數迷思，體認教學目標、課程與評量交互檢核的角色。(2)反思能力的教學與評量，教師全力投入能力指標的解讀、教學與評量，重新反思能力的意義與分類。(3)科學本質的反思與再建構促使教師建立科學探究歷程教學評量模式。(4)反思學生後設認知的能力引領教師再建構自我評量的意義。

The objectives of this study were to explore a science teacher's reflective practices on science assessment during action research. The researchers gathered and analyzed data from teacher's journal, documents, teaching videotapes, interviews, and field-notes of research team meetings. Triangulation was used to enhance the validity of findings. Findings were presented in the form of four assertions: (1) reflection on objectives of assessment led the teacher to establish assessment routines, to break the score myth, and to clarify the interaction of instructional goals, curriculum, and assessment, (2) reflection on the ability indicator system of the new curriculum in teaching and assessment led to rethinking the meaning of science literacy, (3) reflection and reconstruction of what science was led to developing a ”instruction and assessment model”, (4) examination of students' self knowledge making led to the reconstruction of self assessment.

行動研究 ； 國小自然科教學評量 ； 教師反思 ； 專業成長

Action research ； Elementary Science Classroom Assessment ； Reflection ； Professional Development