本研究探究學習成長檔對高職工業類科學生之化學學習動機、學習態度與反省思考能力的影響，建構適用於化學課程之學習成長檔內容架構與評量規準，並分析其可行性。研究對象為高職工業類科學生24位，並深入分析其中四位學生的個案。原始資料來自學習成長檔案、學習動機與學習態度問卷、訪談等。學習動機問卷信度為0.98，學習態度問卷信度為0.71。對學習成長檔案與訪談內容進行質性分析，對各式問卷進行統計分析，本研究獲致以下結果：（一）學習成長檔能提昇學生的正向學習動機，讓學生發現自己的優點，建立自信心與成就感；（二）學習成長檔能讓學生逐漸持有較正向的學習態度，特別是在「對化學課程的態度」、「對自己的態度」與「對老師的態度」三個向度上有明顯的改變；（三）學習成長檔能幫助學生在「客觀面向」、「認知面向」、「情意面向」、「後設認知面向」與「遷移面向」的反省思考，其中「後設認知面向」的反省思考最能保持穩定的成長，不易受外在因素影響；（四）高職工業類科化學學習成長檔案內容強調具有心情分享與專業特色的功能；（五）80﹪以上的學生能接受本研究規劃之學習成長檔評量規準與評分方式。

This study explored (1) the effects of using portfolio assessment in the chemistry course to stimulate students’ learning motivation, learning attitudes, and reflective thinking; (2) the appropriateness of developing content framework for portfolio and evaluation rubrics for chemistry instruction; and (3) the feasibility of using portfolio assessment in a vocational high school. Twenty-four students in industry department were observed and four of them were studied in-depth and their growth data were analyzed in detail. Data came from students’ portfolio, motivation questionnaire, attitude questionnaire, and interviews. The reliabilities (α) for motivation and attitude questionnaires were .98 and .71, respectively. The major findings were as follows: (1) portfolio assessment could enhance students’ learning motivation and help students realize their own merits, build up their self-confidence and self-accomplishment; (2) portfolio assessment could help students build up more positive attitudes toward learning, especially in their attitudes toward chemistry, themselves and their teacher; (3) portfolio assessment could help students think reflectively in the domains of objectivity, cognition, affection, meta-cognition and transferring skills, especially in the perspective of meta-cognition; (4) both sharing of emotion and professional growth could be emphasized as functional features of portfolio; (5) rubrics for evaluating portfolio and grading were agreed among 80% of students in this chemistry class.

王玉屏（1981），國中低收入學生行為困擾、學習態度與學業成就之調查研究。國立台灣師範大學教育研究所碩士論文。
王福林（1980），新制師院學生與師專學生家庭社經地位及其學習行為、學習成就之調查分析。國立台灣師範大學教育研究所碩士論文。
何縕琪（1997），卷宗評量法在教學上之應用，第143期，2957-2959。
李弘善譯（2000），自主的課堂。台北：遠流。譯自Ridley,D.S.＆Wlather, B.（1995）, Creating Responsible Learners.
吳知賢（1990），學習動機的研究—成就動機、制握信念、習得無助、歸因理論的文獻探討。第3期，277-326。
吳清山、林天祐（1997a），真實評量，教育資料與研究雙月刊，第15期。http://www.nmh.gov.tw/edu/basis3/15/gm11.htm。
吳清山、林天佑（1997b），教育名詞釋意—卷宗評量，教育資料與研究，第15期。http://www.nmh.gov.tw/edu/basis3/15/gm11.htm。
吳毓瑩（1996a），效度從實證觀點到脈絡觀點的發展。國民教育，第37卷，第2期，12-19。
吳毓瑩（1996b），評量的蛻變與突破—從哲學思潮與效度理論思考起。教育資料與研究，第13期，2-15。
吳毓瑩（1995），開放教室中開放的評量：從學習單與檢核表的省思談卷宗評量。載於國立台北師範學院主編，開放社會中的教學（頁93-100）。台北：國立台北師範學院。
姜文閔譯（1992），我們如何思維，台北：五南。譯自J. Dewey（1933）. How We Think. NY：D.C. Heath.
林秀珍（1999），杜威經驗概念之教育意涵。師大教育系博士論文。
柯正峰（1989），升大學補習班學生學習態度、對補習班態度及生活型態之研究。國立台灣師範大學教育研究所碩士論文。
姚如芬（1993），高雄地區高中一年級學生數學學習態度與其數學學習成就之相關研究。國立高雄師範大學數學教育研究所碩士論文。
洪寶蓮（1987），國中學生個人與環應因素對其學習行為之研究。國立台灣師範大學教育研究所碩士論文。
施婉菁（1999），卷宗評量中師生觀點的展露—以小自然科為例。國立台北師範學院國民教育研究所碩士論文。
陳英豪、吳裕益（1995），測驗與評量。高雄：復文圖書出版社。
陳聖謨（1999），國民小學教師教學反省之研究。國立高雄師範大學教育研究所博士論文。
黃富順（1996），增強成人學習者的學習動機。成人教育，第34期，2-9。
張俊紳（1993），教室內學生學習動機的激發。國教之聲，第26卷，第4期，52-59。
張美玉（1996），歷程檔案評量在建構教學之應用：一個科學的實徵研究。教學科技與媒體，第27期，31-46.
張美玉（2000），歷程檔案評量的理念與實施。科學教育月刊，第231期，58-63。
張新仁（1982），國中學生學習行為：學習方法、學習習慣、學習態度之研究。國立台灣師範大學教育研究所碩士論文。
張春興（1994），教育心理學：三化取向的理論與實踐。台北：東華書局。
張稚美（1998），談心智習性和專業成長對開放教育的影響，中華民國開放教育學會會訊，第4期，2-8。
黃政傑（1999a），跨世紀技職一貫課程的規劃。臺灣教育，第579期，2-11。
黃政傑（1999b），高職教育的改革與出路，職教園地，第29期。
教育部技職教育司（2000），技職教育沿革，中華民國技術及職業教育全球資訊網，http://www.yuntech.edu.tw/tve/legend/legendc.htm。
教育部（1995），中華民國教育報告書—邁向二十一世紀的教育遠景。台北：教育部。
許志銘（1997），高職教育改革方向之省思，技職雙月刊，第39期，32-36。
梁宗賀（1998），網路卷宗評量在國小電腦科教學之研究，臺南師範學院資訊教育研究所碩士論文。
童宜慧（1998），網路化學習歷程檔案系統之建構與實施，淡江大學教育科技學系碩士論文。
湯清二（1997），科學教育理論與實際。彰化：白沙山莊。
曾玉玲（1993），台北市高智商低成就國中學生學習信念與相關因素之探討。國立政治大學教育研究所碩士論文。
曾慧敏（1997），新世紀高職教育的發展和衝擊，教育資料文摘，第40卷，第2期，68-85。
郭俊賢、陳淑惠譯（2000），落實多元智慧教學評量，台北：遠流。 譯自Lazear, D（1999）. Multiple Intelligence Approaches to Assessment. USA：Zephyr Press.
劉安彥（1994），運用動機來促進學生學習。教育資料與研究，創刊號。http://www.nmh.gov.tw/edu/basis3/1/e000767.html.
鄧運林（1992），自我導向學習對成人學生學習行為、學業成績影響之實驗研究。國立政治大學教育研究所博士論文。
賴羿蓉、李田英（1999），多元智力與教學，科學教育月刊，第222期，2-15。
羅美惠（1998），教室教學表現評量配合歷程檔案評量在實習教師專業成長之應用，國立新竹師範學院國民教育研究所碩士論文。

Armstrong, T.（1994）. Multiple Intelligences in The Classroom. Association for Supervision and Curriculum Development.
Arter, J.A.＆Spandel, V.（1992）. Using portfolios of student work in instruction and assessment. Educational Measurement：Issues and Practices, 11（1）, 36-44.
Bandura, A.（1977）. Self-efficacy：Toward a unifying theory of behavioral change. Psychology Review, 84, 191-215.
Barell, J.（1995）. Teaching for Thoughtfulness. N.Y.：Longman.
Bloom, B.S.（Ed.）（1956）. Taxonomy of Educational Objectives：The Classification of Educational Goals. Handbook 1：Cognitive Domain. New York：Mckay.
Borko, H.; Michales, P.; Timmons, M.＆Siddle, J.（1997）. Student teaching portfolios：A tool for promoting reflective practice. Journal of Teacher Education, 48（5）, 345-357.
Brown, W.F.＆Holtzman, W.H.（1968）. Survey of Study Habits and Attitudes：College Level. New York：Psychological Corporation.
Brophy, J.（1987）. On Motivating students. In D. Berliner＆B. Rosenshine（Eds.）. Talks to Teachers, pp.201-245. New York：Random House.
Bruke、Fogarty＆Belgrad（1994）. The Mindful School：The Portfolio Connection. Arlington Heights, I1.：Skylight Training and Publishing.
Calfree, R.＆Perfums, P.（1996）. Writing Portfolio in the Classroom. Mahwah, NJ: Lawrence Erlbaum Associates; Publishers.
Checkley, K.（1997）. The first seven and the eighth：A conversation with Howard Gardner. Educational Leadership, 55（1）, 8-13.
Covington, M.V.（1984）. The self-worth theory of achievement motivation：Findings and implications. Elementary School Learning, 85, 5-20.
Danielson, C.＆Abrutyn, L.（1997）. An Introduction to Using Portfolios in the Classroom. Alexandria, Virginia：ASCD.
Duffy,M.L., Jones, J.＆Thomas,S.W.（1999）. Using portfolios to foster independent thinking. Intervention in School and Clinic, 35(1), 34-41.
Eccles, J., Midgles, C.＆Adlee, T.（1984）. Grade-related changes in the school achievement：Effects on achievement motivation. In J. Nieholls（Eds.）（1984）, Advance in motivation and achievement（Vol. 3）, 283-331. Greewich, CT：JAI Press.
Farr, R.＆Tone, B.（1994）. Portfolio and Performance Assessment：Helping Students Evaluate Their Progress as Readers and Writers. Orlando, FL：Harcourt Brace＆Company.
Freedman, S.W.（1993）. Linking large-scale testing and classroom portfolio assessment of student writing. Educational Assessment, 1, 27-52.
Fogarty, R.＆Bellanca, J.（1993）. Patterns for Thinking, Pattern for Transfer. Palatine, Ill.：The IRI/Skylight Publishing, Inc.
Gardner, H.（1983）. Frames of Mind：The Theory of Multiple Intelligences. NY：Basic Books, Inc.
Gardner, H.（1991）. The Unschool Mind：How Children Think and How Schools Should Teach. NY：Basic Books, Inc.
Gardner, H.（1993）. Education for understanding：A noted Harvard educator outlines what he proposes as the third wave of school reform. The American School Board Journal, 21, 20-24.
Gardner, H.（1997）. Multiple intelligence as a partner in school improvement. Educational Leadership, 55（1）, 20-21.
Geelan, D.R.（1997）. Epistemological anarchy and the many forms of constructivism. Science and Education, 6, 15-28.
Grady, E.（1992）. The Portfolio Approach to Assessment Bloomington,Ind.：Phi Delta Kappa Educational Foundation.
Greenleaf, C.; Gee, M.K.＆Ballinger, R.（1997）. Authentic Assessment：Getting Started. ERIC Document Reproduction Service No.ED411 474.
Guilford, J.P.（1977）. Way Beyond the IQ. Buffalo, N.Y.：Creative Education Foundation, Inc.
Habermas, J.（1971）. Knowledge and Interest（J.L. Shapiro, Trans.）Boston, MA：Beacon Press.
Hacker, J.＆Hathaway, W.（1991）. Toward Extended Assessment：The Big Picture. ERIC Document Reproduction Service No.ED337 494.
Haladyna, T.M.（1997）. Writing Test Items to Evaluate Higher Order Thinking. Boston, MA.：Allyn＆Bacon.
Hamm, M.＆Adams, D.（1992）. Portfolios：a valuable tool for reflection and assessment. Journal of Experiential Education, 15, 48-50.
Hansen, J.（1992）. Literacy portfolios：Helping students know themselves. Educational Leadership, 49（8）, 66-68.
Hart, D.（1994）. Authentic Assessment：A Handbook for Educators. Addison-Wesley Publishing Company, Inc.
Haywood, K.M.（1997）. Authentic Assessment of Movement Requires a Development Approach. Central District Scholar Address. ERIC Document Reproduction Service No. ED411 230.
Hebert, E.A.＆Schultz, L.（1996）. The power of portfolios. Educational Leadership, 53（7）, 70-71.
Herman, J.L.; Aschbacher, P.R.＆Winters, L.（1992）. A Practical Guide to Alternative Assessment. Alexandria, VA.：Association for Supervision and Curriculum Development.
Hipps, J.A.（1993）. Trustworthiness and Authenticity：Alternate Ways to Judge Authentic Assessments. ERIC Document Reproduction Service No. ED376 195.
Inger, M.（1993）. Authentic Assessment in Secondary Education. ERIC Document Reproduction Service No. ED365 711.
Johns, J.L.＆Vanleirsburg, P.（1990）. Portfolio Assessment：A Survey Among Professional. Literacy research report No. 1. ERIC Document Reproduction Service No. ED335 668.
Johns, J.L.＆Vanleirsburg, P.（1992）. What teachers have been telling us about literacy portfolio. Literacy research report No. 15 Northern Illinois University, The Reading Clinic, 119 Graham, Dekalb, IL 60115.
Johnson, D.W.＆Johnson, R.T.（1994）. Motivational process in cooperative, competitive, and individualistic learning situation. In C. Ames＆R. Ames（Eds.）（1994）, Research on Motivation in Education, Vol.2, The Classroom Melieu. N.Y.：Academic Press, 249-286.
Kerka, S.（1995）. Authentic Assessment in Vocational Education. Trends and Issues Alerts. ERIC Document Reproduction Service No. ED384 736.
Killion, J.＆Todnem, G.（1991）. A process for personal theory building. Educational Leadership, 48（1）, 14-16.
Kirk, M.F.（1997）. Using portfolios to enhance student learning ＆ assessment. Journal of Physical Education, 68（7）, 29-33.
Knapp, C.E.（1993）. Lasting Lessons：A Teacher’s Guide to Reflecting on Experience. Charleston, WV：ERIC Clearinghouse on Rural Education and Small Schools.
Lazear, D.G.（1991）. Seven Ways of Teaching：The Artistry of Teaching with Multiple Intelligences. Palatin, Ill.：IRI/Skylight Publishing.
Lazear, D.G.（1994）. Multiple Intelligence Approaches to Assessment：Solving the Assessment Coundrum. USA：Zephyr Press.
Linn, R.＆Baker, E.（1992）. Portfolios and accountability, CRESST Line, Fall, 1-2.
Lumsden, L.S.（1994）. Student Motivation to Learn. ERIC Document Reproduction Service No. ED370 200.
Lumsden, L.S.（1995）. To Learn or Not to Learn：Understanding Student Motivator. ERIC Document Reproduction Service No. ED380 883.
Marzano, R.J.（1992）. Teaching with Dimensions of Learning. USA：ASCD
Maslow, A.H.（1970）. Motivation and Personality. N.Y.：Harper and Row. Publisherss, Inc.
Mathies, B.K.（1994）. Technology in authentic assessment. Portfolios：Addressing in the Multiple Dimensions of Teaching and Learning. ERIC Document Reproduction Service No. ED376 117.
Messick, S.（1989）. Validity. In R.L. Linn（Ed.）. Educational measurement（3rd ed.）. Washington, DC：The American Council on Education and National Council on Measurement in Education.
Messick, S.(1992). Validity of test interpretation and use. In M. C. Alkin(Ed.), Encyclopedia of educational research. New York: Macmillan.
Messick, S.（1995）. Validity of psychological assessment：Validation of inference form Persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50（9）, pp.741-749.
Mills-Courts, K. & Amiran, M.R.（1991）. Metacognition and the use of portfolios. In P. Belanoff & M.Dickson（Eds.）, Portfolios, process and product, 101-112. Portsmouth, NH：Heinemann.
Moore, F.（1998）. Multiple intelligences：The theory of multiple intelligences and its application to education. http://education.canberra.edu.au/postgrad/ss/students/ frances/FRANCES.HTM
Murphy, N.（1994）. Helping preservice teachers master authentic assessment for the learning cycle model. In Schafer, L.E.（Ed.）（1994）, Behind the Methods of Class Door. The ERIC Clearinghouse for Science and Mathematics and Environmental Education. Columbus, OH 13-32.
Nussbaum, J.（1989）. Classroom conceptual change：Philosophical perspectives. International Journal of Science Education, 11, 530-540.
Ornstein, A.C.＆Hunkins, F.（1988）. Curriculum：Foundations, Principles and Theory. USA：Allyn and Bacon.
Paris, S.G.＆Ayres, L.R.（1994）. Becoming Reflective Students and Teachers with the Classroom：A Series on Applied Educational Psychology. Washington, D.C.：American Psychological Association.
Paulson, F.L.＆Paulson, P.R.（1991）. The ins and outs of using portfolios to assessment performance. Paper presented at the Joint Annual Meeting of the National Council of Measurement in Education and the National Association of Test Directors. Chicago, IL, April 4-6, 1991. ERIC Document Reproduction Service No. ED334 250.
Paulson, F.L.; Paulaon, P.R.＆Mayer, C.A.（1991）. What makes a portfolio a portfolio？ Educational Leadership, 48（5）, 60-63.
Paulson, F.L.＆Paulson, P.R.（1992）. The varieties of self reflection. Portfolio News, 4, 12-14.
Paulson, F.L.＆Paulaon, P.R.（1994）. Assessment portfolio using the constructivist paradigm. In J. Noblitt（Ed.）, Student Portfolios：A Collection of Articles. Arlington Height, Illinois：IRI/Skylight Training and Publishing, Inc.
Rief, L.（1990）. Finding the value in evaluation：Self-assessment in a middle school classroom. Educational Leadership, 47（6）, 24-29.
Rogers, C.R.（1969）. Freedom to Learn：A View of What Education Might Become. Columbus, Ohio：Charles E. Merrill.
Shaffer, J.B.（1978）. Humanistic Psychology. Englewood Cliffs, NJ：Prentice-Hall.
Shaklee, B.D.; Barbour, N.E.; Ambrose, R.＆Hansford, S.J.（1997）. Designing and Using Portfolios. Boston：Allyn＆Bacon.
Shymansky, J.M.＆Yore, L.D.（1997）. The Promise and perils of performance assessment. Workshop on implicatins of constructivist ideas for teaching science, learning science, and doing research on both. National Taiwan Normal University, Taipei, Taiwan.
Simon, M.＆Forgette-Giroux, R.（2000）. Impact of a content selection framework on portfolio assessment at the classroom level. Assessment in Education, 7（1）, 83-101.
Sloan, M.（1996）. I love this piece because…：Strategies to help kids evaluate their own work. Instructor, 105（7）, 30-31.
Solman, J.（1987）. New thoughts on teacher education. Oxford Review of Education, 13（3）, 276-274.
Sunstein, B.S.（1992）. The personal portfolio：Redefining literacy, rethinking assessment, reexamining evaluation. The Writing Notebook, 9, 36-39.
Terwilliger, J.（1997）. Semantics, psychometrics, and assessment reform：A close look at “authentic” assessments. Educational Research, 26（8）, 24-27.
Tierney, R.J., Carter, M.A.＆Desai, L.E.（1991）. Portfolio assessment in the reading-writing classroom. Norwood, MA：Christopher-Gordon Publishers, Inc.
Tierney, R.J.（1992）. Setting a new agenda for assessment. Learning, 21（2）, 61-64.
Wade, R.C. & Yarbrough, D.B.（1996）. Portfolios：A tool for reflective thinking in teacher education？ Teaching & Education, 12（1）, 63-79.
Walters, J.; Seidel, S.＆Gardner, H.（1994）. Children as reflective practitioners：Bringing metacognition to the classroom. In J.N. Mangieri & C.C. Block（1994）. Creating powerful thinking in teachers and students diverse Perspectives. USA：Holt, Rinehart and Winston, Inc.
Weiner, B.（1982）. The Emotional Consequences of Cusal Ascrtiptions. In M.S. Clark＆S.T. Fiske（Eds.）, Affect and Cognition, Hillsidale, NJ：Lawrence Erlbaum.
Wiggins, G.（1989a）. A true test：Toward more authentic and equitable assessment. Phi Delta Kappan, 20, 703-713.
Wiggins, G.（1989b）. Teaching to the authentic test. Educational Leadership, 46, 41-47.
Wiggins, G.（1990）. The case for authentic assessment. ERIC Document Reproduction Service No. ED328 611.
Wiggins, G.（1993）. Assessing Student Performance. San Francisco：Jossey-Bass Publishers.
Wolf, D.P.（1989）. Portfolio assessment：Sampling student work. Educational Leadership, 46（7）, 35-39.
Zaban, T.B.＆Wolgemuth, A.（Eds.）（1996）. The Balancing Act：A Multiple Intelligences Approach to Curriculum, Instruction, and Assessment. （1996）. Facilitator’s Guide IL：IRI/SkyLight Training and Publishing, Inc.