「選擇式分數減法診斷測驗」之建構效度分析

Validity Analysis of the Selective Fraction Subtraction Diagnostic Test

黃桂君(Kuei-Chun Huang) ； 吳裕益(Yui-Yih Wu)

《測驗年刊》 47卷2期 (2000/07) Pp. 63-90

摘要

本研究以分數減法為素材，先採用質化的原稿分析，以探究學生實作原稿出現的錯誤類型，再選擇三十項兒童最常出現的演算錯誤類型，編擬「選擇式分數減法診斷測驗」。本研究以常見錯誤類型作為診斷測驗的各題選項的編製依據，期能透過兒童所選擇的答案，歸納出其演算法則，做為分數減法學習診斷的依據。本研究以485名普通學生與222名聽障學生為研究對象，進行「選擇式分數減法診斷測驗」之施測，所使用之心理計量分析包括：傳統試題參數分析、Rasch模式與線性logistic模式的題目參數分析、試題內容成份參數分析、能力值估計、內適合度與外適合度估計，以及卡方考驗。本研究主要發現如下：一、能力診斷分析模式的主要發展步驟可區分為(1)建構實體理論：包括作業結構分析與演算法分析；(2)題項設計：建構試題反應觀測格式；(3)建構效度分析：題目參數分析與建構效度分析；(4)反應計分：以學生與試題分析表與演算法則歸類系統進行計分。二、線性logistic模式的試題內容成份參數分析，詮釋了各成份結構間的關係。聽障組與普通組學生試題內容成份參數間的變異，反應出兩組學生能力差異的狀況。

關鍵字

分數減法 ； 能力診斷測驗 ； 錯誤類型 ； 聽覺障礙

並列摘要

This study examined the error patterns in fraction subtraction performed by school children for the erroneous calculation strategies. Raw data were first analyzed qualitatively to reveal the categories of errors. The 30 most frequently occurring error categories were used in designing the Selective Diagnostic Test of Fraction Subtraction and were equally represented in the multiple choices for the test answers. The results were obtained by summing up the number of choices under each error category. The erroneous operation strategies of a particular student could thus be derived quantitatively according to the answers he/she had selected. Subjects of this study, including the 222 hearing-impaired (HI) students and the 485 non-handicapped(NH) students, were analyzed based on the psychometrics of ”Selective Fraction Subtraction Diagnostic Test (SFSDT)＼Psychometric analyses included the item parameters analysis, the elementary components parameters analysis, ability value estimation, calculation of infit and outfit values by using the Rasch model (RM) and linear logistic model (LLTM). Major findings of the study are as followed. 1. The four steps to develop the cognitive diagnostic model are (1) Substantive Theory Construction, (2) Design Selection, (3) Item Parameter Analysis and (4) Response Scoring. 2. The task analysis and LLTM successfully decomposed the elementary components of fraction subtraction and explained the relationship between the components. HI students, compared with NH students, were found to use similar strategies and make similar errors in computation but performed significantly different from NH students on frequencies of computation rules in the fraction subtraction items. The values of elementary component parameters and frequencies of the computation rules reflected differences between groups.

並列關鍵字

fraction subtraction ； diagnostic test ； error patterns ； hearing-impaired students

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