本研究目的為了解國中教師寫作評量回饋之類型、品質與有效性：首先瞭解國內外寫作評分規準要點；其次從相關研究中找出良好回饋的原則；接著選擇出最能符合國中教師寫作評量回饋之歷程模式。在研究方法上，研究者蒐集到13位教師的作文評改樣卷，與協同分析者共同運用內容分析法對評語進行編碼。本研究之結果如下：（1）類型方面，共發現三大類13種評語類型。（2）品質方面，研究顯示出寫作評量回饋於投入性、均衡性、豐富性與具體性表現頗佳；鼓勵性則有待加強。（3）有效性方面，評語內容與基測寫作評分規準相關性頗高。最後，研究者針對所得結論，提出未來寫作評改、教學與研究之建議。

This study was designed to investigate the different types of feedback on written assessment given by Taiwanese junior high school teachers, as well as the quality and validity of this feedback. Current conceptualizations of how to construct rubrics and offer feedback were first reviewed, and a ‘best practice’ model for providing feedback was defined. Samples of writing test performances and feedback from teachers were collected from 13 teachers. The author and two co-analysts applied a content-analysis model to categorize the samples. Three types and thirteen kinds of feedback were revealed through this categorization process. Using the ‘best practice’ model to assess the feedback, it was found that the feedback generally met prevailing standards in terms of ‘investment’, ‘balance’, ‘variety’ and ‘tangibility’. However, it was found that feedback often appears to be lacking in ‘encouragement.’ Finally, the rubrics used by teachers were found to be highly relevant to the rubrics used in the Basic Competence Writing Test for Junior High School Students (BCTEST). Implications for pedagogy and suggestions for further research are offered.

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