國小體適能測量項目之研究

本研究主要目地是試圖以Baker分析“試題特徵曲線”模式中的雙參數模式來了解現今國小體適能測量項目的難度、鑑別度和最大訊息量。受試者為六百名的國小五、六年級男性學童，測量項目計有柔軟度的坐姿體前屈，爆發力的立定跳遠，肌力的30秒仰臥起坐，肌耐力的60秒仰臥起坐及心肺耐力的800公尺跑步等五項。測量結果得知難度最高者為立定跳遠的-0.015, 鑑別度最大者為30秒仰臥起坐的0.4，最大訊息量者為30秒仰臥起坐的0.116，由以上結果可知這些體適能測量項目的難度低，鑑別度不高，最大訊息量不大，故可知對於國小體適能測量項目乃以難度為第一考量因素，即是很容易實施，而最大訊息量不大乃是由於這些項目是田野測量項目，誤差大是難免。

關鍵字

難度；鑑別度；最大訊息量；試題特徵曲線

並列摘要

The main purpose of this study was to analyze the double factors of the item characteristic curve by using Baker's analysis method, and to realize the degree of item difficulty, item discrimination and maximum information of the test item of elementary school students' physical fitness. There were 600 subjects and all are 5, 6 grade of elementary school students. The test items were sitting trunk flexion (flexibility), stand long jump (muscular power), sit-up for 30 seconds (muscular strength), sit-up for 60 seconds (muscular endurance) and endurance run of 800 meter (cardio respiratory endurance). The test result shown that the hardest test item was standing long jump (-0.015), the max item discrimination was of sit-up for 30 seconds (0.4), and the maximum information was of the sit-up for 30 seconds (0.116). The results indicated that these test items of physical fitness were lower item difficulty, lower item discrimination and maximum information. So the first factor means the item test could be practice easily. The low of the maximum information was because these test items were field test items, so inaccuracy could not be avoided. So, according to Baker's analysis analyzing item characteristic curve, the 30seconds sit-up test is the most suitable test item of elementary school student's physical fitness.

並列關鍵字

item difficulty ； item discrimination ； maximum information ； item characteristic curve

參考文獻

Baker, F. B. H.(1985).The basics of item response theory.

Google Scholar

Cole, E.,Wood, T. M.,Dunn, J. M.(1991).Item response theory: A useful test theory for adaptec physical education.Adapted Physical Activity Quarterly.8(4)