課程連結理論之探究：課程標準、教學與評量之關係
An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and Assessment
- 關鍵字：
- 課程連結、課程理論、績效責任 / Curriculum alignment、Curriculum theory、Accountability
第五十輯．第ㄧ期 - 2004-03-31
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- 摘要
- 英文摘要
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課程連結（curriculum alignment）理念的起源可追溯到19世紀。經過系列研究，J. Rice認為當時的美國教育缺乏目標澄清和是否達到學習效果的評量，E. Thorndike進一步提出遷移理論，後來，學者將連結視為遷移理論的一種型式。1980年代，洛杉磯西南實驗室與洛杉磯的學校合作改進學生表現時，創造「課程連結」一詞，在1980-1990年代，美國許多州和地方學區採取「課程連結」作為推動有效能學校的措施之一。美國2001年「帶好每位孩子法案」（No Child Left Behind Act）規定，各州必須發展與州標準相連結的測驗，並以學生在測驗上的成就表現作為判斷學校和學區之績效責任。首先，本文探討課程連結理論的起源與發展，其次，界定其意義與假定，再針對該理論的架構、類型、面向和模式等內涵加以闡述，再次，提出連結分析模式和實證研究，最後，提出評析與啟示。
This article analyzes curriculum alignment theory in terms of the relationship among curriculum requirements， instruction and assessment. The analysis focuses on the following themes of curriculum theory: (1) origin and development; (2) definition and assumptions; (3) frameworks， typology， dimensions， and models; (4) related empirical studies; (5) theoretical critiques. Finally， the author discusses some implications of curriculum alignment theory.
