本研究的主要目的在藉著良好的電腦輔助教學來評量並輔導學生,進而探討在電腦輔助測驗以及網際網路學習的領域中,評量與測驗一直扮演著評估學習者成效的重要角色。因此本研究乃運用試題反應理論、電腦化適性測驗與網路技術,提供題庫管理、線上測驗、線上學習等功能,以期開創一個新的電腦化測驗實施模式。另依據Bloom分類理論提出一套完整的適性化測驗及評量策略,包括試題的選擇及施測等,以瞭解作答者在試題的整體表現,並提供個人化學習歷程向度與認知向度評量的功能。 本研究擬比較線上版(一)及(二)電腦化測驗試題參數估計上之差異,除比較試題參數之外,還使用以試題反應理論為基礎的試題參數估計以及受試者能力之估計,利用變異數分析,比較在實際資料中,受試者人數的不同是否亦會造成參數估計上之不同。結果發現施測樣本人數因素,對於試題參數估計的穩定性,確有決定性的貢獻。 關鍵詞:電腦輔助測驗、試題反應理論、電腦化適性測驗、電腦化測驗、試題參數估計
The main purpose of this research is to evaluate and assist students through excellent computer teaching supplement, and furthermore to study the essential role that the evaluation and test have always played in evaluating the efficiency of learner in the field of computer based test and internet learning. And this study uses I.R.T., C.A.T., and web tech to provide the function of data base management, online test, online learning. So we hope that we can create a new mode to carry out computerized testing. By the way we bring out a complete set of personalized test and evaluating strategy, which include selection and practice of test items according to Bloom's category theory to understand the overall performance on test items of contestants and to provide the function of evaluating the procession and recognition dimension of personalized learning. This study is trying to compare the differences of C.T.I.P.E. online version 1 and 2. Besides item parameter, we use I.R.T. based on I.P.E. and E.C.A. (estimation of contestants ability). We also compare the influence of the differences of numbers of contestants on differences of E.P. with ANOVA in actual information. The result turns out that there indeed is decisive contribution of numbers of contestants to the stability of E.I.P. Key word: computer-based testing, item response theory, computerizes adaptive test, computerized testing