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| 題 名 | Developing and Validating a Measure of Taiwanese Children's Multiple Text Comprehension in Grades 3~6=國小學生「多文本閱讀理解測驗」之發展與效度驗證研究 |
|---|---|
| 作 者 | 謝進昌; 陳明蕾; 曾玉村; 陳家興; | 書刊名 | 測驗學刊 |
| 卷 期 | 72:2 2025.06[民114.06] |
| 頁 次 | 頁205-237 |
| 分類號 | 521.35 |
| 關鍵詞 | Rasch分析; 多文本閱讀; 測驗效度驗證; 閱讀理解; Multiple texts; Rasch analysis; Reading comprehension; Test validation; |
| 語 文 | 英文(English) |
| DOI | 10.7108/PT.202506_72(2).0004 |
| 中文摘要 | 本研究之目的在發展適合國小學生的「多文本閱讀理解測驗」,並驗證其有效性。在依據建構統整模式與多文本閱讀模式之下,提出四個理解成分,進而透過標準化程序發展出6個題組,包含有41個選擇題與17個建構反應題。在徵求有意願參與學校之三至六年級學生,總計有1,790人參與施測。經垂直等化與測驗分析,結果顯示本研究之評量工具具有良好的信、效度及可接受的試題適配度。此外,在與外部效標工具進行效標關聯分析之後,結果也顯示各係數值是具有小至中等效果量,以及適當區辨不同性別、年級間學生表現之區辨力。整體而言,本研究所發展的「多文本閱讀理解測驗」適合國小學生使用,並於文末提出相關應用與未來研究建議。 |
| 英文摘要 | This study aims to develop a Measure of Taiwanese Children's Multiple Text Comprehension (Double MTC) and validate its effectiveness. Guided by the Construction-Integration Model and Multiple Document Model, four components of multiple-text comprehension were defined. A test suite consisting of six testlets, including 41 multiple-choice and 17 constructed-response items, was designed. These booklets covered a variety of text genres. The target participant pool was drawn from an extensive dual literacy project. The Double MTC was administered to 1,790 students in grades 3-6, using a non-equivalent groups design with anchor tests. Data were analyzed using a generalized item response model, yielding satisfactory Cronbach's alpha values for overall comprehension and its subdimensions, and acceptable item-model fit indices. In addition, correlations with established standardized tests demonstrated small to medium effect sizes, thus substantiating the criterion validity of Double MTC. Overall, the Double MTC appears to be an effective tool for assessing multiple-text reading comprehension among elementary school students. |
本系統中英文摘要資訊取自各篇刊載內容。