國小中低年級數學診斷測驗之編製及理論模式之驗證研究

本研究旨在編製一套評量方式多元化的數學診斷測驗。本診斷測驗包含紙筆測驗和實作評量兩部分，以高屏地區剛升上國小三年級的學生為研究對象，樣本有四： 1.紙筆測驗預試樣本 161 人； 2.,紙筆測驗常模樣本 723人；3.普通班實作評量樣本152人； 4.資源班實作評量樣本157人。使用傳統測驗理論、題目反應理論、探索性及驗證性因素分析，以及Pearson 積差相關進行題目與測驗分析，主要結果顯示：1.本診斷測驗難度低，適合用來評估學生的數學基本知能。2.本診斷測驗信度佳，且能提出與內容、構念及效標有關之多項效度證據。本研究並提供暫行常模參照及標準參照做為解釋測驗結果之用。

關鍵字

數學診斷測驗；實作評量；題目反應理論；驗證性因素分析

並列摘要

The purpose of this study was to develop the Math Diagnostic Test Battery using multi-method assessment for first to third grade students. The Math Diagnostic Test Battery incorporated paper-pencil test and performance assessment. The participants of this study were third graders selected from public elementary school in Kaohsiung and Pingtong. There were third graders selected from public elementary schools in Kaohsiung and Pingtong. There were four groups of students, a tryout sample (n=161), a paper-pencil test norm sample (n= 723),performance test samples from regular classes (n=152) and from resource classes (n=157). The data were analyzed using Classical Test Theory (CTT), item Response Theory (IRT), factor analysis, confirmatory factor analysis and Pearson product-moment correlation. The results showed that: 1. The difficulty of this battery was suitable for assessing basic math ability of students. 2.the content validity, criterion-related validity and construct validity were satisfactory. Finally, both norm-referenced and criterion-referenced interpretations were presented.

並列關鍵字

math diagnostic test ； performance assessment ； IRT ； confirmatory factor analysis

參考文獻

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Google Scholar

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