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題 名 | 一個次序理論和IRT之整合模式=An Integration Model of Ordering Theory and IRT |
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作 者 | 劉湘川; 許天維; 郭伯臣; | 書刊名 | 臺中師院學報 |
卷 期 | 10 1996.06[民85.06] |
頁 次 | 頁367-391 |
分類號 | 521.32 |
關鍵詞 | 次序理論; 試題反應理論; IRT; |
語 文 | 中文(Chinese) |
中文摘要 | 近年來,認知理論的發展,電腦科技的進步,使分析試題的方法逐漸豐富。其中,最為學者所引用的有試題反應理論(IRT)、次序理論及試題關聯結構分析法(IRS)。本研究的主要目的就是試圖以數學方法來結合次序理論及IRT兩種理論,形成以IRT為基礎的次序理論(ordering theory based on IRT; ODIRT),來呈現受試者多方面的試題訊息,主要發現有:1.ODIRT是結合次序理論與IRT兩者之優點的新式理論。 2.ODIRT除了能像次序理論一樣,可以診斷班級學生學習結構,了解班級學生的全盤概念,更可針對個別受試者實施,進而成為改善或補救教學方面的依據,同時提供教科書編者在修改教科書或教學指引時之參考。3.藉由試題反應結構分析法的分析結果,可了解能力由低到高的學生,試題間結構變化的情形。 根據發現結果,本研究亦提出以下建議:1.未來宜配合電腦化適性測驗進行診斷測驗。2.由詮釋結構分析法得到專家結構圖與經由測驗的試題反應結構分析法獲得的生手結構圖作一比較,可得兩者之間的差異。3.將來可配合「概念影響曲線」,以構成個別受試者的概念結構圖。 4.將來宜發展試題誤反應結構圖來偵測的學生錯誤規律性類型。 |
英文摘要 | Recently, the development in cognitive theory and the progress in computer technology have been enriching the methods of test-item analysis. Item response theory (IRT), ordering theory and item relational structure analysis (IRS) are among these modern test methods widely used by researchers. The main purpose of this study was to investigate the theory and practices of ordering theory based on IRT(ODIRT) that integrate the theories of IRT and ordering theory. ODIRT was able to provide researchers with multi-faceted item information. The following is a summar of the main findings of this study: 1. ODIRT is a new test method that combines the virtues of both IRT and ordering theory. 2. ODIRT, similar to ordering theory or IRS, enables researchers to diagnose examinees' learning structures and their overall concept of the learning materials. It provides not only students' academic improvement information for remedial teachers but also suggestions and directions for textbook and instruction manual writers. 3. The results of the ODIRT enable researchers to obtain test item structures for students of different ability levels. Based on the findings of this study, the authors made the following recommendations for future research: 1.It is feasible to use computer adaptive test for diagnostic tests. 2.Researchers can compare "expert structure" from Interpretative structural modeling with "novice structure" from test item response analysis. 3.It is feasible to develop "Concept Influence Curve", which can display the pesonal structure of concepts on students' different ability levels. 4.It is feasible to develop "Test Item Error Reflection Structure" to detect students' regular error types. |
本系統中英文摘要資訊取自各篇刊載內容。