An Item Analysis of an English Achievement Test Taken by EFL College Students in Taiwan

台灣大學生英語成就測驗之試題分析

施玉勉(Yu-mien Shih)

《明道學術論壇》 6卷3期 (2010/09) Pp. 59-82

https://doi.org/10.6953/MJ.201009.0058

摘要

本文是針對台灣的一所大學舉行的期中英語成就測驗作試題分析，評估試題在難易程度，鑑別力及誘答能力三方面的表現，並提出一些意見及建議。本文是從試題難易度，試題鑑別度及誘答選項分析三個方面作試題分析。研究議題包括（1）分析每個類型的題目是否太難，適中或太容易，（2）試題能否鑑別高分學生群和低分學生群在每個題目上的表現（3）誘答選項分析是否展現誤答的功能。誘答選項分析只針對選擇題型。本文也對學生做問卷調查，訪查對考試的感想和意見，結果顯示學生對考試的感想與實際分析的結果吻合，皆認為字彙最難. 整體研究顯示字彙測驗最難，也最有鑑別能力，聽力測驗較容易，聽力的誘答選項表現較差。試題分析的結果證明試題需作一些修正。作者基於分析結果提出討論及建議，期待能改善成就測驗的品質，更有效地評估學生學習的成果。

關鍵字

試題難易度 ； 試題鑑別度 ； 誘答選項分析 ； 成就測驗

並列摘要

This study attempts to examine a mid-term English achievement test held in a university in Taiwan. Test items are analyzed, based on assessment devices such as Item Facility, Item Discrimination and Distractor Analysis, to evaluate if the test was appropriately administered in terms of level of difficulty, power of discrimination and function of distractors. Research issues include (1) whether items in four categories are easy or difficult for test takers; (2) whether items can discriminate the performance of top scorers and low scorers; and (3) whether distractors function well or badly. The result of a questionnaire indicates that about 60 percent of test takers think vocabulary is the most difficult category for them, which corresponds with the result of the study. Research findings have shown that vocabulary tests are the most difficult part of the whole test and exhibit the most powerful discrimination. A higher percentage of items in listening, reading, and grammar tests show little or no discrimination power. More nonsense distractors appear in listening tests. The outcome of the analysis suggests that the test needs to be revised. Suggestions are made to improve the quality of the achievement test in order to effectively measure students’ performance of learning.

並列關鍵字

Item Facility ； Item Discrimination ； Distractor Analysis ； Achievement Test