「國中生線上閱讀理解能力測驗」之發展及相關因素之研究

本研究旨在編製具有信效度之「國中生線上閱讀理解能力測驗」，透過閱讀理解策略與線上資訊之使用，以了解學生線上閱讀理解能力，並分析不同背景變項對於該測驗工具得分之影響及其差異表現。樣本為1,107位來自臺灣北、中、南三個區域的國中一年級學生，本研究使用Rasch部分給分模式進行測驗之心理計量檢核。研究結果顯示：1.「國中生線上閱讀理解能力測驗」各試題皆符合Rasch測量模式，多元計分試題的等級適切且難度成階層關係，且性別在所有題目均無明顯的差異試題功能存在。2.不同背景變項雖然在線上閱讀理解能力具有差異，惟影響程度並不高。最後，本研究根據研究結果作出具體之相關研究建議，以供未來教學及研究之參考。

關鍵字

Rasch測量模式；線上閱讀理解能力

並列摘要

The main purpose of this study was to develop The Online Reading Comprehension Assessment for Junior High School Students. With the understanding of students' reading strategies and using online information, junior students' online reading ability was explored. Furthermore, the effect of students' background variables on reading ability were analyzed. 1,107 junior high school students from north, middle and south part of Taiwan were collected to examine the psychometrics characteristics of research tools and the relational model. The results were showed as following: 1. The Online Reading Comprehension Assessment for Junior High School Students fits Rasch Model, there is measurement invariance (gender DIF) existed. 2. Students' background variables affected online reading ability, yet the effect was not strong. Finally, several suggestions were offered for further studies.

並列關鍵字

on-line reading comprehension ； Rasch measurement model

參考文獻

Henry, L. A. (2006). Searching for an answer: The critical role of new literacies while reading on the Internet. Reading Teacher, 59(7), 614-627. doi:10.1598/rt.59.7.1

Organization for Economic Co-operation and Development. [OECD] (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris, France: Author. doi:10.1787/9789264190511-en

Chien, S.（2006）。以 Rasch 分析協助測驗同分時之測量研究。取自 http://raschsmile.blogspot.com/2006_09_01_archive.html