頁籤選單縮合
題 名 | 課程本位測量寫作測驗之顯著性指標研究=Identifying Indicators of Written Expression Proficiency of CBM for School-Aged Students |
---|---|
作 者 | 黃瑞珍; 黃玉凡; | 書刊名 | 東臺灣特殊教育學報 |
卷 期 | 3 2001.11[民90.11] |
頁 次 | 頁225-260 |
分類號 | 521.35 |
關鍵詞 | CBM; Curriculum-based measurement; 課程本位測量; 寫作測驗; 動態評量; 真實性評量; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的是以課程本位測量(Curriculum-based Measurement, CBM)理論為基礎,尋找符合CBM精神之穩定、客觀、簡便、跟時間動態、具靈敏性的寫作測驗指標。本研究對象靈108名國小五年級學生;涵蓋三組寫作能力不同之學生(每組各36名)。每位學生共計施測兩份四篇不同故事提示之3分鐘寫作測驗。研究者並發展計分手冊,針對6個可能之測量指標進行寫作樣本分析。 本研究結果指出三組寫作能力不同之學生在連接詞的使用上並沒有顯著差異,但是總數字、錯字出現總數、成語或俗語出現次數、非常用字出現次數及語句基本功能錯誤總數上則均達顯著性,可以用來區辨三組寫作能力不同之學生,作為評量國小兒童寫作能力的指標。但是若要符合CBM之上述精神,本研究建議僅採用『總字數』與『非常用字』作為課程本位測量在寫作測驗方面的顯著性指標。 本研究亦提供寫作總字數之切截分數:50字,作為初步篩選國小五年級學生寫作能力的標準;以及就質的向度,非常用字7字或7字以上也同時當作小學五年級學生寫作非常用字之切截分數。亦即國小五年級學生在兩篇3分鐘之故事提示法寫作測驗若無法達到兩篇總字數與非常用字如上述切截標準之一項者,均應懷疑有書寫困難之可能性,宜作進一步鑑定。 |
英文摘要 | In this study we examined the sensitive indices that can be used for curriculum-based measurement (CMB) in written expression for 5th graders. Participants in the study were 108 students who completed four story-starter writing samples. A scoring manual, developed by the investigator, was explicitly designed for scores in this study. The results indicated that significant differences were found in the following indicators: total characters, incorrect words written, total idioms, mature characters, basic language functions. Considering the validity and reliability of CBM measures in written expression, we selected total characters written and mature characters as two sensitive indicators for school-aged students in Chinese written language. This research also provided a cut-off score to screen out students who may have risk in written language disorders. Two criterion, 50 characters and 7 mature characters, should be meet in two 3-minute written language samples. If any students who fail to pass either one of the cut-off scores are eligible to refer to the assessment of special education. |
本系統中英文摘要資訊取自各篇刊載內容。