國小學生英語聽力電腦化測驗之編製與發展

Developing an English Listening Computer-Based Test for Primary School Students

張玉茹(Yu-Ju Chang) ； 楊智為(Chih-Wei Yang)

《測驗統計年刊》 17期_上 (2009/06) Pp. 1-22

https://doi.org/10.6773/JRMS.200906.0001

摘要

本研究的主要目的為針對目前國小英語學習的教材，編製與發展國小學生英語聽力學習成就電腦化測驗，以5908位國小學童為樣本建立常模，考驗其信度與效度。本測驗包括兩個分測驗：基本能力層次與理解能力層次。 研究發現，英語聽力測驗的平均難度為.73，而平均鑑別度D為.56，屬於偏易的測驗，且具良好的鑑別度；在測驗信度考驗方面，內部一致性係數α係數為0.906；效度採效標關聯效度，與各校英語畢業考成績之正相關皆達.01顯著水準；因此，本測驗具良好的信度與效度。 以試題反應理論分析，平均鑑別度為1.344，平均難度為－0.012，平均猜測值為0.331；本測驗對能力值在0.2與0.6之間的受試者，能提供較高的測驗訊息及較穩定且高的測驗信度。

關鍵字

英語聽力 ； 國小英語學習 ； 電腦化測驗 ； 學習成就測驗

並列摘要

The purposes of this study were to develop an English listening computer-based test for elementary School as well as establish its scoring norm. Five thousand nine hundred and eight students sampled from elementary schools participated in this study. The main instrument employed was English Learning Achievement Test; it included 2 subtests: basic ability level and comprehensive ability level.
The researcher found that the mean of passing and discrimination percentage were 0.73 and 0.56, respectively. Therefore, it could be called a easier test with good passing and discrimination percentage. According to the result of the reliability examination, the Cronbach value of internal consistency was 0.906. Moreover, criterion validity was based on significantly positive correlation of graduate test scores for each school. As a result, English Learning Achievement Test of Elementary School has good reliability and validity. Analyzing items with IRT, 3PL model, the mean of discrimination (a), difficulty (b), and guessing(c) are 1.344, -0.012 and 0.331, respectively.

並列關鍵字

English Listening ； English Learning for Elementary School ； Computer-based test ； Learning Achievement Test

參考文獻

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南一版國小英語科九年一課程特刋

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