中學地理科非選擇題的高層次認知能力測驗之設計

高層次認知能力的操作型定義，是指個體在學習或處理事情時，表現出轉化、分析、判斷、決定與解決問題的一連串複雜的心理歷程。由於論文題的作答，常促使受試者需要透過應用、分析、評鑑、創造等高層次認知能力，因而非選擇題中的論文題，很過合作為高層次認知能力的測驗題型。在進行地理的論文題設計前，宜先掌握六項編寫原則。在設計題目時，則可依五個流程進行設計：1.界定欲測量能力的內容細目；2.列出該內容細目的具體行為；3.選出較其有代表性的具體行為；4.將具體行為轉為文字敘述的題目；5.修飾與精簡題目的敘述。最後，在評分規準設定，則是依照每個子題，條列出所欲評量的內容細目之具體行為，並依照受試者所能完成的具體行為程度，區分出未達成、基礎、精熟的三個等第。

關鍵字

12年國民基本教育；多元評量；非選擇題；高層次認知能力；地理教育

並列摘要

The higher-order thinking skills are someone's a series of complex psychological processes of transformation, analysis, judgment, decision and problem-solving when he learn or deal with things. Because someone needs to answer essay questions through the application, analysis, evaluation, creation of high-level thinking abilities, the essay questions of the non-multiple-choice questions are suitable as a high-level thinking ability tests. Before designing the geography questions, it is better to master the six principles about the composition of questions. When designing the questions, it according to the five processes: 1. Define the content of abilities to be measured. 2. List the specific behaviors of the above contents. 3. Elect the more representative of the specific behaviors. 4. Transfer the specific behaviors into the narrative questions. 5. Modify and simplify the questions. Finally, we need to set the scoring rubric. It lists the specific behaviors which want to assess by each question, and in accordance with someone complete the degree of specific behaviors, to distinguish score into ＂below basic＂, ＂basic＂ and ＂mastery＂ of the three rankings.