快速全球化的社會中,網路成為資訊來源、和他人溝通及閱讀理解的重要媒介,線上閱讀符應了社會領域中學生解讀、闡釋多種資訊、傾聽、發現多元觀點的社會領域學習新趨勢。本研究目的在結合線上資源,參考國際學生學習評量計畫(programme for international student assessment,PISA)的數位閱讀評量,以擬真的線上社會領域閱讀進行評量,內容包含擷取訊息、統整解釋及批判性思考線上文本,題型包含選擇題與開放性試題。以627位國中二年級學生為樣本,有68位學生(10.85%)達進階水準,精熟水準172人(27.43%),基礎水準286人(45.61%),未達基礎水準101人(16.11%),女生表現比男生略好,效果量為0.22,此評量與在校成績的相關為0.44~0.52,和社會與國文成績的相關最高,大致呈現合理的相關組型。
The purpose of this study is to develop an Electronic Reading Assessment on Social Studies (ERASS) to explore the characteristics of Taiwanese 8th graders' on-line reading literacy in social studies. The ERASS contains 3 aspects of online reading process; retrieving information, synthesizing information and critical thinking. The reading content imitates a real-world online website, and the item types are multi-choice and constructive response. 621 8th graders were sampled from four local schools in Tainan. The results indicate that the ERASS is slightly difficult for most 8th graders. How students perform at different levels and gender differences are discussed. The correlation coefficient between the ERASS and the school grades of five subjects (Mathematics, English, Science, Chinese and Social Studies) range from 0.44 to 0.52. The pattern of correlation coefficient demonstrates sensible support for convergent and discriminate validity. Girls perform better than boys in this assessment, and the effect size is 0.22.