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題 名 | 自然科實作評量的效度探討=Validity Investigation of Performance Assessment in Elementary Science Education |
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作 者 | 桂怡芬; 吳毓瑩; | 書刊名 | 測驗年刊 |
卷 期 | 45:2 1998.07[民87.07] |
頁 次 | 頁19-36 |
分類號 | 521.37 |
關鍵詞 | 實作評量; 建構效度; 概化理論; 多特質多方法; 因素分析; 科學教育; Performance assessment; Construct validity; Generalizability; Multitrait multimethod matrix; Factor analysis; Science education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討國小自然科實作評量之效度問題。研究對象對臺北市一所國小六年級的學生四十名(男生二十一名,女生十九名)。研究者於八十四年度上學期對該班學生實施「配製中性溶液」及「四輪車與小山坡」兩次實作評量。效度證據從四個方面來說明:內容分析、內在結構、外在結構、概化程度。所採用的分析技術為:邏輯推理、因素分析、多特質方法相關矩陣、概化係數。研究結果發現:1.工作項目的評量表符合建構效度的內容層面及內在的結構層面:2.實作評量結果與紙筆測驗的相關值平均約為.5,表示二者所測得的是自然科成就的不同面向,且兩位評量者間的一致性極高(r=.95);3.概化研究顯示兩位評量者評定兩個評量項目,得到0.57的概化數,表示若僅有一位評量者時,至少必須要有六個評量項目才能達到良好的概化性。最後研究者提出在實務教學上及未來研究上數點討論方向與建議。 |
英文摘要 | Concept mapping has been used in many subject domains as a useful strategy for learning and instruction. Recently, many researchers tried to apply concept mapping to the assessment of structural knowledge. In this study we combined computer technology and concept mapping to build a concept mapping based learning and assessment system. In this system we implemented two indices for knowledge-structure assessment: the Closeness index (c) of Goldsmith, Johnson, & Acton (1991), and the revised Novak & Gowin's (1984) concept mapping scoring rubrics (N-G). Eighty-five undergranduates participated in this study. They were asked represent their content knowledge about the topic of 'learning theories' in educational psychology through the computerized concept mapping system. The results indicated that both the C and N-G indices were significantly different between the students of high- and low achievement groups. In addition, from the results of multiple regression. We found that the C index accounted for a significant amount of the variances of the achievement scores, but the N-G index did not predict significantly over and above the C index. Based on these results, we concluded that concept mapping along with the C and N-G indices can serve as a valid tool for knowledge structure assessment, yet the scoring rubrics could be revised to improve their validitiy. |
本系統中英文摘要資訊取自各篇刊載內容。