發展國小全盲生電腦輔助評量系統之行動研究

本研究是透過行動研究的方法，發展出國小全盲生電腦輔助評量系統，透過電腦輔助評量系統的「電子試卷」、「盲用電腦」及「施測調整」的三個作法，以協助盲生能夠順利完成各科的學習評量。具體可行的電腦輔助評量系統的主要內容包括； 1.電子試卷依「版面」與「題型」兩大類的原則調整製作； 2.歸納出盲用電腦在評量上重要的操作技能項目共3 7 項以及3 .依不同評量科目的內容適時提供施測調整。電腦輔助評量系統的施行分為「試卷準備」、「評量進行」及「分析檢討」三個階段，在三個階段中必須完成預定的事項，盲生的評量結果才具有可信度及效果，當「電子試卷」及「盲用電腦」的效用及技巧充分發揮，仍不足以彌補視障所帶來的評量障礙與困擾，則給予「施測調整」，如延長時間及開放語音等措施。在電腦輔助評量系統的效益評估方面，可以用「電子試卷」乘以「盲用電腦」的關係式來說明，在宗宗的個案研究中，結果顯示，它確實能比點字系統能提供更適當的評量協助。電腦輔助評量系統發展的未來研究方向則包括「發展不同學習階段的電腦輔助評量系統」及「國家升學考試正式採用電腦輔助評量系統」。

關鍵字

電子試卷；盲用電腦；評量調整；電腦輔助評量系統

並列摘要

The Computer Aided Assessment System (CAAS) for the blind student in the elementary school is developed by the method of Action Research (AR) in this thesis. The assessment of the blind student can be adequately accomplished with these 3 practices - ＂Electronic Testing＂(ET),＂Braille Computer＂(BC) and ＂Assessment Accommodation ＂(AA) - in the CAAS. The composition of the CAAS includes: 1. The ET is made following the principles of ＂Make-up＂ and ＂Item-type＂ modifications. 2. 37 skills for BC operation is summarized for the assessment process. 3. AA is provided depending on the content of individual subject. The administration of CAAS can be divided into the following 3 phases - Testing Preparation, Assessment Process, Result Review. If the utilization of ET and BC could not afford to compensate the handicaps of the blinded in the assessment, AA such as extended time and audio assistance should be provided. The effect of the CAAS can be evaluated by the ＂multiplication＂ relationship between ET and BC. The result in the case study of Tsung-Tsung indicates that the CAAS is more suitable than the traditional Braille Assessment System. Future research for CAAS include: to develop individual CAAS for different sessions of school and to adopt CAAS in the official entrance examinations.

並列關鍵字

Electronic Testing ； Braille Computer ； Assessment Accommodation

國際替代計量

發展國小全盲生電腦輔助評量系統之行動研究

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