本研究主要是依據S-P表(Student-Problem chart)分析為基礎的電腦化教學評量系統供教師實際使用之後,探討S-P表評量系統對於國小學生自我評量態度的改變及教師對於S-P表評量系統的看法。本研究以國小六年級學生做為研究對象實施問卷調查、以深度訪談法訪談實際參與本研究的國小六年級教師。 S-P表分析可將學生在試題作答反應以「圖形化」之分析,並藉由求出得分率、注意係數、差異係數等指標性數據,做為診斷學生之作答反應是否異常、試題異質性是否過高、學生學習成效、及整份試題適宜性之依據。 研究主要目的為探討S-P表評量系統對學生自我評量態度改變及透過S-P表提供給教師除了排名之外的訊息。教師的看法為何,研究結果發現教師對於S-P表用在評量上抱持正面態度,但因現今校園教學環境電腦教室設備的不足而影響了S-P表評量系統的實際應用;學生方面研究發現,學生喜愛使用S-P表做為評量工具,使用S-P表後對學生的學習態度也有正面影響,尤其能有效改變學生考試時的態度較能細心及思考後再回答測驗問題,此外自我評量態度的改變並不受測驗科目的影響。
The purpose of this study is to develop a computerized instructional evaluation system based on the S-P (Student-Problem) chart analysis theory. The study explores the system’s impact on elementary students’ self-assessment and teachers’ view on the system. This study is based on questionnaire responses of sixth graders and interviews conducted with teachers. The S-P chart theory analyzes students’ test answers and focuses on their response patterns. The indices in the theory, such as student caution index, disparity coefficient, problem caution index, and homogeneity index, are used to identify whether there are abnormalities in students’ responses, the effectiveness of student learning, and the quality of the test. In summary, the purpose of this study is to investigate if the S-P system helps students’ self-assessment, and to provide professors with information besides student ranking. The study results show that teachers hold a positive attitude on using the S-P table as an assessment tool; conversely, students believe that the S-P table has a positive impact on their learning attitude; to illustrate, students would answer the exam questions more carefully. This change in learning attitude is not limited to a specific subject, but applies to any subject taken.