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題名 | 影響國小數學實作評量分數類推之相關因素探討=Factors Influencing the Generalizability on Mathematics Performance Assessment |
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作者 | 林敬修; | 書刊名 | 屏東教育大學學報. 理工類 |
卷期 | 28 2008.09[民97.09] |
頁次 | 頁53-84 |
分類號 | 523.32 |
關鍵詞 | 數學實作評量; 信度; 類推性理論; Mathematics performance assessment; Reliability; Generalizability theory; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討評分者的數學知能背景及評分者訓練、作業結構度對國小數學實作評量分數類推之影響。本研究樣本有二,一為以高雄市某國小六年級兩個班,共計八十二名學生為正式數學實作評量的施測對象;二為以來自八所國小的十二位新手教師(其教學經驗皆為實習一年)作為評分者。研究者將十二位教師依據其具備的數學知能背景分為「具專門數學知能背景」與「具普通數學知能背景」兩類,每類各六位教師,之後,再隨機將兩類的教師分配至不同的實驗處理組接受不同的評分者訓練,再針對學生在數學實作評量的作答進行評分。主要發現如下:整體而言,影響數學實作評量分數類推的主要變異來源為受試者與作業項目交互作用(p×t)變異,其次為受試者(p)變異,再其次為作業項目(t)變異。在評分者數學知能背景及評分者訓練對數學實作評量分數類推的影響方面,當評分者具專門知能背景或具普通數學知能背景但接受嚴謹評分者訓練時,與評分者有關項目所佔的變異比例均相當小,亦即對分類類推影響較小。在作業結構度與評分者數學知能背景、評分者訓練對數學實作評量分數類推的影響方面,作業結構度對具普通數學知能背景且未接受嚴謹評分者訓練之評分者在不同作業結構度之評分有差異情形,對數學實作評量分數類推造成影響。最後,研究者根據研究結果對評分者訓練、作業結構度、類推理論模式選取及未來研究提出建議。 |
英文摘要 | The main purpose of this research was to study the impact of rater’s mathematics background, rater training, task structure on reliability of mathematics performance assessment. A quasi-experimental study was implemented. Twelve raters, in eight elementary schools, participated in the study. According to rater’s mathematics background, twelve raters were separated into two groups with six raters in each group. And the raters in each group were then randomly assigned to three different types of rater training condition. The major findings of the study were as follows: In general, the largest variation of mathematics performance assessment scores was due to person and task interaction, the second was due to person, and the third was due to task. Although rater variation accounted for only a small proportion of total variance components, rater consistency varied across raters with different mathematics backgrounds and rater training condition. Task structure had an impact on variance components. Variance components were relatively smaller with similar task structure than those across items with different task structures. In addition, task structure interacted with rater mathematics background and rater training condition. Based on the above findings, suggestions regarding rater training, task structure, model selection, and the research issues for further studies were also provided. |
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