心理與教育測驗的發展

A Brief History of Psychological and Educational Measurement

簡茂發(Maw-Fa Chien)

《測驗統計年刊》 1期 (1993/12) Pp. 1-12

https://doi.org/10.6773/JRMS.199312.0001

摘要

心理與教育測驗是二十世紀一門新興的應用科學。其淵源可溯自三千多年前中國以六藝取士及隋唐之後的科舉制度（Dubois，1970）。如以科學研究的觀點來說，心理與教育測驗的發展歷史尚短，但其成長與進展甚速，現已成為心理學在研究及應用上最主要的方法技術之一。世界先進國家在各級各類學校、就業服務部門、工商企業機構、軍事單位及醫院診所等，均已普遍採用心理測驗，作為測量人類行為個別差異的科學工具。由於科學技衛與統計方法的進步，心理測驗在編製和應用方面已獲致相當的成果，尤其在教育科學化的潮流激盪下，心理與教育測驗的發展更顯現其光明的遠景。本文擬先敘述心理測驗之起源，然後說明美國心理與教育測驗之發展、我國心理與教育測驗之發展，進而綜論心理與教育測驗發展的新趨勢。

並列摘要

The historical origins of psychological and educational measurement are lost in antiquity. There was an elaborate system of civil service examinations in the Chinese empire some three thousand years ago. Modern psychological testing has roots in studies by European and American scientists on the measurement of individual differences in human behavior. Abrief overview of the historical antecedents and origins of psychological and educational measurement will provied perspective and should aid in the understanding of presentday tests.In recent years, numerous changes have taken place in psychological and educational testing. Some of the more important trends concerning current developments in psychological and educational measurement are as follows:1. There is more use of computers in testing. A complete computer-assisted test construction system should inc1ude item banking, item generation, item selection, and item printing. The computer has also been used for tailored (adaptive, sequential) testing.2. There is increased use of criterion-referenced measurement. The use of tests to improve learning and instruction has created a greater need for criterion-referenced testing. Accountability and minimum-competency testing are designed to determine how well pupils are achieving specific learning taske; this requires criterion-referenced measures.3. There is increasing public concern about testing. Legal scrutiny of psychological and educational measurement is both a present and a future reality.