模糊德菲法與層級分析法在國中資優生 研究作品評量指標建構之應用

Application of Fuzzy Delphi Method and Analytical Hierarchy Process to Construct Assessment Indicators of Research Works of Junior High School Gifted Students

呂淑媛(SHU-YUAN LU)

指導教授 ： 吳裕益 ； 蔡典謨

國立高雄師範大學/教育學院/特殊教育學系/博士(2013年)

https://doi.org/10.6817/NKNU.2013.00028

摘要

各國為了提升國家競爭力，無不重視能力的培訓，我國12年國民教育核心素養以跨領域解決問題為導向的教育目標，而資優生有著資優三環特質可以從事研究創作，培養解決問題的能力，產出之研究作品需要一個結構式評量指標。
本研究旨在於建構「國中資優生研究作品評量指標」，首先參酌文獻歸納提出國中資優生研究作品評量指標建構模式，以及國中資優生研究作品評量指標內涵，以模糊德菲法（Fuzzy Delphi Method）整合專家意見來建構評鑑指標，運用層級分析法(Analytical Hierarchy Process.)確立國中資優生研究作品評量指標的權重體系，以完成評鑑體系之建構。最後以實際研究作品進行評分者一致性信度檢視，單一評審之組內相關係數為.767，三個評審平均分數之組內相關係數為.908，評分一致性頗佳。
研究之主要結果提出「國中資優生研究作品評量指標」包括三個層級：三個主構面，十一個主指標，五十七個細指標，可以提供教師教學、學生自我評鑑以及相關單位辦理研究作品競賽和評鑑之參考，作為有效評鑑學生研究作品的規準，並實際應用於教育情境和教育訓練。

關鍵字

國中資優生 ； 研究作品 ； 評量指標

並列摘要

In order to enhance national competitiveness, capacity training is the focus of the country. The twelve -year public education core literacy sets its educational goal as employing a multidisciplinary approach to problem-solving. Students with gifted three-rings characteristics can be engaged in the research, problem-solving skills and outputs of the research work, and all these require a structured assessment. This study aims to construct the assessment indicators of gifted students' research work. Based on literature review, a pattern of assessment indicators of gifted students' research works and indicators’ content were first constructed. Then Fuzzy Delphi Method was applied to integrate expertise to construct the assessment indicators and Analytical Hierarchy Process was utilized to establish the indicators’ weight system and the assessment system was completed.
In order to check consistency of raters, the actual research works were utilized. A single rater’s intraclass correlation coefficient is .767, average score of three raters’ intraclass correlation coefficient is .908. The raters’ consistency is above average.
Main research results proposed “assessment indicators of research works of junior high school gifted students”, including three levels; three main components; 11 main indicators, and 57 refined indexes, which will provide reference to teachers in teaching, students in self-evaluation. And these will furthermore assist the authority in implementing research work contests and assessment, as well as in increasing effectiveness of students research works assessment and actual application to education situations and education training.

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