本研究主要目標在探討「形成性評量回饋」教學策略對提升國中學生閱讀能 力及自我調整學習能力是否有顯著效果。本研究採準實驗法中的「不相等控制組 前後測設計」，實驗對象為 60 位國中八年級兩班學生，將兩班級隨機分為實驗 組與對照組，實驗組採用形成性評量回饋策略，對照組則採用一般教學模式。本 實驗設計 7 個單元課程，共計 40 堂課的評量回饋教學。實驗前、後所有學生皆 接受「自編閱讀能力測驗」及「國中學生國文科自我調整學習策略量表」，測驗 分數、評量回饋學習單、教學回饋問卷、訪談紀錄與教學影音紀錄皆為本實驗的 重要分析資料，以了解教學實驗之過程及成效。研究結果顯示形成性評量回饋教 學策略能有效提升國中學生「自我調整學習能力」，但是在「閱讀能力」的研究 結果未達顯著效果，然而從學生的教學問卷及訪談紀錄中，可知學生在閱讀自信 心上有明顯提升。此外，從學生的教學回饋問卷中發現，學生對於評量回饋教學 持正面的看法。根據上述研究結果，研究者在論文最後提出相關建議，以提供教 育實務工作者與教育研究學者未來作為評量回饋相關研究之參考。

The purpose of this study was to examine the effect of using formative assessment and feedback for improving junior high students’ reading competency and self-regulated learning ability. This study adopted a quasi-experimental design. Thirty eighth-grade students served as the experimental group, and the other thirty students were assigned to the control group. Consisted 7 units, 40 classes, the experimental group received formative assessment and feedback instruction and the control group received regular instruction for 8 weeks. The pre- and post-test were taken by students. The pretest was edited based on Comprehensive Assessment Program for Junior High School Student and the posttest was adapted from Self-Regulated Learning Strategy Inventory. Test scores, students’ worksheets, reflections, and interview records as well as teaching videos were analyzed to acknowledge the teaching process and the effectiveness. The result revealed that formative assessment and feedback could effectively help enhance students’ self-regulated ability. But in terms of students’ reading ability, there was no significant difference between the two groups. However, the interview notes and students’ reflections showed that they agreed formative assessment and feedback did help them to build up confidence toward reading. Based on the results of the experiment, the researcher provided some advice for educators and researchers. The analysis with respect to the experiment were all provided as a reference for those who plan to further explore the research of using formative assessment and feedback.

一、中文部分
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