多層面Rasch模式在數學實作評量的應用

An Application of Many-Facet Rasch Model to Evaluate Mathematics Performance Assessment

謝如山(Ju-Shan Hsieh) ； 謝名娟(Ming-Chuan Hsieh)

《教育心理學報》 45卷1期 (2013/09) Pp. 1-18

https://doi.org/10.6251/BEP.20121101.1

摘要

本研究採用多層面的Rasch分析，來評估學生在實作評量所具備的潛在能力。本研究所使用的測驗內容在測量學生對數學的數感及生活應用的數學能力，總共有四個考題，三百一十四位四到六年級的學童，與三位評分者參與本研究。結果顯示即使評分者接受訓練並依據規準來進行評分，不同評分者之間的嚴厲度也確實存在差異，透過多層面的Rasch模式分析，可以將評分嚴厲度加以考量，並能協助研究者，偵測評分者不合常規的評分現象，而數據中所呈現之標準化殘差值大致為隨機分布，顯示評分並無明顯的系統性誤差存在。由本研究結果可看出多層面Rasch模式在分析實作評量上相當有用，值得其他教育工作者參考。

關鍵字

多層面Rasch模式 ； 評分者信度 ； 實作評量

並列摘要

The purpose of this study is to evaluate student's potential ability on mathematics ability using Many-facet Rasch Model. The test students took consisted of four ranking levels. Three hundred and fourteen elementary students, and three raters were participated in this study. The results show that even with training and delineating a standard for grading, there remained differences in grader severity among the raters. Many-facet Rasch analysis enabled calibration of grader severity for researchers to detect grader irregularities. Data showed that the standard residuals were randomly distributed, indicating that there were no obvious systematic errors. Overall, the study show Many-facet Rasch model can be quite a useful analytic tool in performance assessment.

並列關鍵字

many-facet Rasch ； performance assessment ； rater reliability

參考文獻

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