以次序理論和S-P表理論來分析試題次序關係及受測者表現-以程式語言課程為例

The analysis of item response and student performance using Ordering Theory and Student-Problem chart - using programming language course as example

廖敏妃(Liao-min fei)

指導教授 ： 梁錫卿

朝陽科技大學/資訊學院/資訊管理系/碩士(2009年)

摘要

在資訊專業領域中程式設計是非常重要的基礎技能，因此程式語言的教學目標是幫助學習者瞭解程式語言的基本結構，並且培養出具備運用程式設計技能的學生為主軸。由學者Cox & Clark(1994)等的研究發現，在部分的程式設計教學無法有效的提升學習者問題的解決能力，追究其原因為不當的教學方法或是學習者的個別差異，使得學習者的學習成效不佳，然而教師如何瞭解學習者的學習狀況成為教師在教學的過程裡重要的一環。在過去的傳統教學裡多數的學者採用古典測驗理論針對學生的學習成效僅以成績做為指標，但是在相同的分數中其背後所代表的含意不盡相同。因此，本研究將以程式設計為例，架構分析診斷系統收集學生的作答反應資料，運用S-P表分析(Student-problem chart analysis theory, S-P chart)，即可得知學生的學習狀況；此外，我們將針對試題的部分，進行試題分析與測驗分析，得知目前測驗品質的信度、效度，以及試題的難度、鑑別度等，並且經由次序理論得知試題或概念間的順序性和階層性，將所收集到的資料，進行分析整理，藉以提供教師在未來可以根據學生的學習狀況適當地調整測驗的試題，以及在教學中可透過此分析診斷系統更加瞭解學生的學習狀況，進而調整其教學方式將可以提高學生的學習成果。

關鍵字

試題分析理論 ； S-P表分析 ； 次序理論 ； 程式語言

並列摘要

Programming is a very important skill in IT domain, Therefore, the teaching goal of the Programming Language courses is to help learners know the basic structure and to cultivate students who can use programming design skill as the main purpose. From Professor Cox& Clark’s (1994) research, programming courses can’t efficiently improve learners’ problem solving ability. Incorrect teaching method and learners with different levels are the reasons why students can’t learn efficiently. The understanding of learners’ learning situation is an important task for teachers while teaching. In the past, most of the scholars based on Classical Test Theory to evaluate students’ learning results in grade. However, even the same scores have different meanings. Therefore, in this paper we will take programming as an example to analyze the reaction data collected by Diagnosis System while student are answering questions and use S-P chart to realize students’ learning situation. Moreover, we will also do the test item analysis and test result analysis to understand the test qualitative from reliability, validity, difficulty and discrimination…etc. And by the Ordering Theory, we can know the orders and classes of test items and concept. Then, we’ll analyze all the information and help the teachers to appropriately adjust test items according to students’ learning achievement. From the Diagnosis System, teachers can also know more about students’ learning state and improve the teaching method to help students to learn more efficiently.

並列關鍵字

Item Response Theory ； Student-problem chart analysis theory ； Programming language ； Ordering Theory

參考文獻

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