查詢結果分析
來源資料
相關文獻
- 以文章寫作和造句測驗評估國小學生作文能力之效度研究
- 五種作文能力測驗的效度研究
- 課程本位閱讀測驗的效度研究
- 臺北市國小四年級普通學生與學習障礙學生寫作能力之分析研究
- 三種課程本位數學評量模式的效度研究
- 中小學紙筆式教學評量之聯合命題模式和策略
- Leistungsbeurteilung Bzw. Die Beurteilung Des Deutschen Aufsatzes und Der Mundlichen Prufung
- The Quick Neurological Screening Test: Psychometric Considerations
- 「初等教育篇」(34)--大陸素質教育實施的內容(3):改進教學評量
- 教學評量、效度、統計
頁籤選單縮合
| 題 名 | 以文章寫作和造句測驗評估國小學生作文能力之效度研究=The Validity of Passage Writing and Sentence Construction Measures in Aseessing Writing Competence of Elementary Students |
|---|---|
| 作 者 | 葉靖雲; | 書刊名 | 特殊教育研究學刊 |
| 卷 期 | 18 2000.06[民89.06] |
| 頁 次 | 頁151-172 |
| 分類號 | 523.413 |
| 關鍵詞 | 小學; 作文; 評量; 效度; 學習障礙; 文章寫作; 造句; 總字數; 相異字數; 非常用字數; Elementary; Written expression; Assessment; Validity; Learning disabilities; Passage writing; Sentence construction; Total number of words; Number of different words; Matures words; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究為以效度為核心,主旨在於發展適用國小中、高年牧的徵成性作文能力測量工作。文章寫作測量方法包括故事開頭、單圖、四格連環可之記敘文與問題解決性、比較性說明文等五種作文能力測驗。使用總數字數及相異字數兩種評分方法。所探究的效度包括以作文和國語文學期成績為效標的效標關聯效度,以及比較不同年級(四、五、六)、能力(學習障礙與一般能力)學生表現差異的建樣效度。除上述之文章寫作測驗外,本研究也同時檢驗三種造句測驗分數(意義正確的句子數、成語數、非常用字數)與作文能力效標間的關係,並比較不同年級、能力學生在這些造句測驗上的表現。本研究之樣本包括建立效標關聯效度之普通班學生樣本,以及發展建構效度之學習障礙與一般能力學生樣本,分為四到六年級學生。結果顯示上述文章寫作測驗的總字數和相異字數與效標間皆有顯著的連結關係。除四年級外,效度係數大致在中度相關的範圍內。各種文章寫作測驗的分數也大多能夠有效區不同年級、作文能力學生。造句測驗中意義正確的句數和非常用字數的效標關聯效度大致在中到高度相關的範圍內,這兩種造句測驗的計分結果能夠清楚鑑別不同年級、能力的學生。 |
| 英文摘要 | The purpose of the study was to establish the validity (criterion-related as well as construct validity) of direct, objective and quantitative measures of written expression. There were five passage writing measures, including story starter, single-picture and four-consessive-pictures of story writing, along with problem solving and comparative expository writing measures. Two types of scores (the number of words and the number of different words written) were derived from these measures. Besides, validity of scores got from sentence construction task (the number of sentences constructed meaningfully, the numbers of slangs and the number of mature words written) was examined. The criterion measures included class grades of written expression and language. Two groups of 4th-, 5th-, 6th-grade subjects were involved: regular class students and students with learning disabilities. The results revealed that passage writing measures with the number of different words written as dependent variable correlated moderately with the criterion measures. Moreover, of different words written derived from each passage writing measure could differentiate students form various grades and with different writing competence. Scores of sentence construction measure correlated stongly with the criterion measures and the able to discriminate students with different writing competence. |
本系統中英文摘要資訊取自各篇刊載內容。