教學觀點量表之發展與試題反應分析

Development and Item Response Analysis of the Teaching Perspectives Inventory

王文中(Wen-Chung Wang) ； 陳雪珠(Hsueh-Chu Chen)

《應用心理研究》 2期 (1999/06) Pp. 181-207

摘要

在本研究裡，我們發展了教學觀點量表，以供探討教師的職前教育與實習經驗對教學觀點的影響。該量表共包含五種教學情境的22道試題：班級經營、教師角色、學生差異性、知識與課程、教學實務。經過預試後，我們抽樣施測了773位大學生和國中教師，並以試題反應理論探討了本量表的向度性、差異試題功能、試題難度分佈與受試者能力的吻合度、團體差異等議題。結果發現此量表在測量「對教學議題觀點的進步性」，屬於單向度的測驗。在22道試題中，有五題有著中度的差異試題功能。若以這22題為參照標準，大多數的受試者的觀點的確稱得上進步(progressive)。不過站在有效區分受試者進步程度的立場上，顯然這22題的難度太低，以致未能有效區分受試者的差異。受試者對「理念」或是有「標準答案」的議題都較採進步的看法。但對較為具體的教學議題就比較採取傳統（保守）的觀點，在團體差異方面，優良教師和一般教師並無差異，學程學生和一般學生也無差異，但學生則顯著的比教師更進步，這也許顯現出大學生的樂觀，或是教師們的務實。本文所提出的方法與所探討的現象，都是心理測驗上所必須面對的議題，因此可以當作心理測驗的發展與分析的參考。

關鍵字

Rasch模式 ； 試題反應分析 ； 教學觀點 ； 測驗發展

並列摘要

In this study, we develop an inventory of teaching perspectives, which can be used to investigate effects of preservice education and practical training on teaching perspectives. There are five domains in the inventory: classroom management, teacher roles, student diversity, knowledge and curriculum, and instructional affairs. After pretest, we administered the inventory to 773 college students and secondary school teachers. We apply item response theory to analyze dimensionality, differential item functioning, distribution of ability and item difficulty, and group differences. The results show that the inventory is unidimensional and is measuring ”progressiveness of teaching perspectives.” Of the 22 items, five exhibit moderate effects of differential item functioning. If these 22 items are to be treated as criteria, most subjects' perspectives are quite progressive. However, these items are too easy to well differentiate individual differences. The subjects are more progressive in ”conceptual” issues than in ”practical” issues. There are no group differences in progressiveness between the awarded teachers and general teachers. Likewise, there are no differences between the students of education program and general students. However, the students are more progressive than the teachers. It may be because the students are more optimistic, or the teachers are more practical. Since the issues examined are common to psychological tests, this study can offer some suggestions to test development and analysis.

並列關鍵字

Rasch model ； item response analysis ； teaching perspectives ； test development