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題名:不同測驗難度對精熟標準設定與分數轉換效果之影響
書刊名:測驗學刊
作者:謝進昌余民寧 引用關係
作者(外文):Hsieh, Jin-ChangYu, Min-Ning
出版日期:2007
卷期:54:1
頁次:頁1-29
主題關鍵詞:分數轉換最大測驗訊息量法換算古典測驗分數法精熟測驗精熟標準設定Mastery testMaximum test information approachScore transformationStandard settingTransformed classical test scores approach
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本研究目的,主要在探討不同測驗難度情境下,相較於傳統固定通過分數,對於援用最大測驗訊息量法於設定精熟標準時,可能受影響的程度。此外,為便於詮釋設定結果,本研究提出換算古典測驗分數法以進行IRT-θ能力值與古典測驗分數間的轉換,並深究於各類型難度測驗中,可能產生的效果。經分析後,研究結果顯示,當發生不同測驗難度時,若援用傳統固定通過分數進行分類時,會因受試者極端偏態之得分分配,致使易發生較差的精熟/未精熟者分類一致性。相較於最大測驗訊息量法,因本身具備能力估計穩定的特性,則能有效減低影響的層面,整體分類百分比一致性仍具一定水平,大致能維持80%以上。而在分數轉換方面,於不同類型測驗下,轉換效果大致可維持於95%分類一致性水準內,若進一步從樣本分配的角度視之,最大測驗訊息量法因具備隨測驗難易,調整通過標準的特性,相互搭配更有助於在極端難度測驗峙,有效減低分數轉換時,可能導致之錯誤分類精熟/未精熟者的人數。最後,綜整本研究結果提出幾項建議,供未來研究者與實務工作者參照運用。
The purpose of this study is to investigate what degree of influence may happen in applying the mastery standard deriving from maximum test information approach to classify mastery/non-mastery in contrast to classical fixed passing score under diverse test difficulty condition. In addition, for the convenience of test result interpretation, we propose the transformed classical test scores approach to convert IRT-θability to clas­sical test score and try to discover the effect of score transformation in different types of difficult tests. After analysis, we find that we may have extreme skewed score distribution in using classical fixed passing score and produce ill classification of mastery/ non-mastery. In contrast, the maximum test information approach may effectively re­duce the degree of influence to maintain an acceptable 80% exact classification performance because of its characteristic of stable examinees' ability calibration. In the aspect of score transformation, the effect may hold in approximately 95% exact classification in different types of difficult tests. Furthermore, from the view of empirical sample distribution, the result indicates that we may effectively lower the number of error classification deriving from score transformation in accompanying using maximum test information approach when extreme test difficulty happens. It is due to the maximum test information approach possesses the characteristic of adjusting mastery standard depending on different test difficulty. Finally, some conclusions and suggestions are proposed for future usage.
期刊論文
1.鄭明長、余民寧(199401)。各種通過分數設定方法之比較。測驗年刊,41,19-40。new window  延伸查詢new window
2.Berk, Ronald A.(1996)。Standard Setting: The Next Generation (Where Few Psychometricians Have Gone Before!)。Applied Measurement in Education,9(3),215-235。  new window
3.Kane, M. T.(1994)。Validating the performance standards associated with passing scores。Review of Educational Research,64(3),425-461。  new window
4.Nedelsky, L.(1954)。Absolute Grading Standards for Objective Tests。Educational and Psychological Measurement,14(1),3-19。  new window
5.汪慧瑜、余民寧(20061200)。國中基本學力測驗量尺分數的另類表示方法。測驗學刊,53(2),205-237。new window  延伸查詢new window
6.謝進昌、余民寧(20051200)。以最大測驗訊息量決定通過分數之研究。測驗學刊,52(2),149-175。new window  延伸查詢new window
7.謝進昌(20060300)。精熟標準設定方法的歷史演進與詮釋的新概念。國民教育研究學報,16,157-193。new window  延伸查詢new window
8.Cohen, Jacob(1960)。A Coefficient of Agreement for Nominal Scales。Educational and Psychological Measurement,20(1),37-46。  new window
9.Jackson, Paul H.、Novick, Melvin R.、Lewis, Charles(1973)。The Estimation of Proportions in a Groups。Psychometrika,38,19-45。  new window
10.Wiberg, Marie(2003)。An Optimal Design Approach to Criterion-referenced Computerized Testing。Journal of Educational and Behavioral Statistics,28(2),97-110。  new window
11.Subkoviak, M. J.(1988)。A Practitioner's Guide to Computation and Interpretation of Reliability Indices for Mastery Test。Journal of Educational Measurement,25,47-55。  new window
12.Weiss, D. J.、Kingsbury, G. G.(1984)。Application of Computerized Adaptive Testing to Educational Problem。Journal of Educational Measurement,21(4),361-375。  new window
13.Reckase, M. D.(1998)。Converting Boundaries between National Assessment Governing Board Performance Categories to Points on the National Assessment of Educational Progress Score Scale: The 1996 Science NAEP Process。Applied Measurement in Education,11,9-21。  new window
14.Swaminathan, H.、Hambleton, R. K.、Algina, J.(1974)。Reliability of Criterion-referenced Tests: A Decision Theoretic Formulation。Journal of Educational Measurement,11,262-267。  new window
15.Hambleton, R. K.、Novick, M. R.(1973)。Toward an Integration of Theory and Method for Criterion-referenced Tests。Journal of Educational Measurement,10,159-170。  new window
16.Wang, N.(2003)。Use of the Rasch Model in Standard Setting: An Item Mapping Method。Journal of Educational Measurement,40(3),231-253。  new window
會議論文
1.Hambleton, R. K.(1998)。Enhancing the Validity of NAEP Achievement Level Score Reporting。Washington, DC。77-98。  new window
學位論文
1.吳裕益(1986)。標準參照測驗通過分數設定方法之研究,台北市。new window  延伸查詢new window
圖書
1.涂柏原、林世華、陳柏熹、章舜雯(2000)。基本學力分數的建立。國民中學學生基本學力測驗推動工作委員會。  延伸查詢new window
2.Lord, Frederic M.、Novick, Melvin R.、Birnbaum, Allan(1968)。Statistical Theories of Mental Test Scores。Addison-Wesley Publishing Company。  new window
3.Ebel, R. L.(1972)。Essentials of educational measurement。Prentice-Hall。  new window
4.Crocker, L.、Algina, J.(1986)。Introduction to Classical and Modern Test Theory。Holt, Rinehart & Winston。  new window
5.Hambleton, R. K.、Swaminathan, H.(1985)。Item Response Theory: Principles and Applications。Boston, Massachusetts:Kluwer-Nijhoff。  new window
6.Berk, Ronald A.(1984)。A Guide to Criterion-referenced Test Construction。A Guide to Criterion-referenced Test Construction。Baltimore, MD。  new window
7.Muraki, Eiji、Mislevy, Robert J.、Zimowski, Michele F.、Bock, R. D.(2003)。BILOG-MG for Windows (Version 3)。BILOG-MG for Windows (Version 3)。Chicago, IL。  new window
8.Kingsbury, G. G.、Weiss, D. J.(1983)。A Comparison of IRT-based Adaptive Mastery Testing and a Sequential Mastery Testing Procedure。New Horizons in Testing: Latent Trait Test Theory and Computerized Adaptive Testing。New York, NY。  new window
9.Hambleton, R. K.(1990)。Criterion Referenced Testing Methods and Practices。The Handbook of School Psychology。New York, NY。  new window
10.Kane, M.(2001)。So Much Remains the Same: Conception and Status of Validation in Setting Standards。Standard Setting: Concepts, Methods, and Perspectives。Mahwah, NJ。  new window
其他
1.行政院教育改革委員會(2006)。教育改革總諮議報告書(第三章綜合建議),0。  延伸查詢new window
圖書論文
1.Angoff, William H.(1971)。Scales, norms, and equivalent scores。Educational measurement。Washington, DC:American Council on Education。  new window
2.Reckase, Mark D.(1983)。A Procedure for Decision Making Using Tailored Testing。New Horizons in Testing: Latent Trait Test Theory and Computerized Adaptive Testing。Academic Press。  new window
 
 
 
 
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