實行校本評核是香港新高中學制改革的重要一環。雖然數學科校本評核的時間表至今還未落實，但已有不少本地研究結果顯示，數學科教師對校本評核的擬題及建議評核模式甚感徬徨和憂慮，亦懷疑其成效及公平性。在推行數學校本評核方面，英國和澳洲均有豐富經驗。香港建議的評估模式與英國曾使用的方式相近，而澳洲昆士蘭州的校本評核則建基於校本課程的推行，甚具特色。本文將透過分析英國 GCSE 數學科的學科作業和澳洲昆士蘭州校本評核的經驗得失，探討香港數學科校本評核未來的發展方向，以期為有關當局構想的校本評核模式提供改進建議。
[Copyright © 香港中文大學，2012.]

背景：為了配合教育改革，教師必須有能力分析試題，以及從中反省改進自己的教學，達到通過評核促進學生學習，改進教師教學，朝向教學與評核結合，提升師生的教與學的質素之目的。
目的或討論焦點：本文把如何應用學生問題分析表及相關係數技術，對試題進行分析及反思某小學三年級數學的教學及評核設計求取「促進學習的評核」的真實經驗，和同工分享學者和前線教師的合作成果。
論點/評論/建議：在應用學生問題分析方面，我們提出在發展評核過程中，要注視三種層次：1. 教師於編寫評核材料前，應要有明確的評核目的；2. 編寫評核材料時，必要留意題意的清晰度、深淺度，以及是否能區別生的能力和如實地反映個別學生的能力；3. 施測後，教師應從評核材料中反思自己的教學程式和方法，從而作出適當的調整，以迎合學生的學習方法和進度。
總結：要做到教學相長，教師就要有能力分析評核學生的工具是否合乎教學目的和需要，以及理解評核結果和教學的關係。因此，教師於整個教學流程中，要結合評核和教學，對編製的評核材料要先進行分析，並依據結果進行修訂，用以達到真正評核學生的能力，同時要在編製之評核材料嚴謹性和有效性加以關注。
Background: Education reform in Hong Kong stresses the learning function of assessment. It is important for teachers to know how to do item analysis of a test. By analyzing the items of the test, teachers will understand how their students have learnt. This will help teachers plan their teaching and eventually help students learn.
Aims or focus of discussion: The author shares an "Assessment For Learning" experience of using Student-Problem Chart Analysis techniques and Correction Coefficient to a grade III Mathematical class in a Hong Kong primary school.
Arguments / comments / suggestions: The experience informed that, when using SPCA, three levels of focus should be considered during the formulating process of assessment tools in class. They included: 1) clear assessment objectives for assessment materials; 2) items clarification, appropriation, discriminative power should be considered; 3) deep reflection of teaching procedures and methods from the assessment materials after the measurement. Teachers should adjust their actions in order to suit the needs of students learning and progress.
Conclusion: It is essential for teachers to know how to analyze assessment tests. Good analysis entails being able to match learning objectives to the needs of their students. Deliberation should start well before the test is developed and after the results have been collected. Teachers should look into relevant materials when considering the test content, analyze

背景：校本評核是教育改革的新方案，不少國家引入校本評核輔助公開考試，拓闊評核的基礎，提升學習效能，然而很多研究發現教師對評核變革的信念足以影響其實施。
目的：香港中學會考中國語文於2005-06學年實行校本評核，本研究以個案形式探討教師對校本評核的信念及其如何回應此變革。
研究對象：兩位高中中文教師
研究方法：採用半結構式訪談及檔分析蒐集資料
研究結果：研究發現乙老師支持校本評核，採取積極態度，安排各種評估活動，豐富學習與評核的內容；而甲老師卻持觀望態度，採取最省時省力的方法實施校本評核而不影響教與學的常態，反而致力幫助學生應付公開考試。
結論：研究揭示教師的信念影響其態度、決策與行動，為政策制定者帶來重要的啟示。
Background: School-based assessment is a new initiative of education reform. Many countries from different parts of the world have introduced SBA to supplement public examinations, broaden the assessment base and enhance learning effectiveness. However, many studies uncover teachers' beliefs, which affect the implementation of SBA.
Aims: SBA has been implemented in Chinese Language of Hong Kong Certificate Education Examination since the academic year of 2005-06. This case study aimed at exploring teachers' beliefs on SBA and how they responded to the change.
Sample: two Chinese Language teachers who teach senior forms
Method: Data were collected through semi-structured interviews and document analysis.
Results: The results showed that teacher B supported SBA and his attitude was positive. He was willing to arrange a variety of activities for assessment, enriching the contents of learning and assessment. However, teacher A with dubious attitude towards SBA, adopting time-saving and energy-saving strategies to implement SBA without hampering the norms of teaching and learning. Effort was focused on helping students prepare for the public examination.
Conclusion: This study highlighted the importance of teachers' beliefs, which exerted influence to their attitudes, decision making and action. The findings have important implications to policy makers.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]