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題名：從TIMSS 2007臺灣八年級學生數學科作答反應檢視古典測驗理論和試題反應理論特性和測驗分析結果
書刊名：新竹教育大學教育學報
作者：蘇旭琳／陳柏熹 引用關係
作者(外文)：Su, Hsu-lin／Chen, Po-hsi
出版日期：2014
卷期：31:2
頁次：頁67-102
主題關鍵詞：古典測驗理論；試題反應理論；Classical test theory；CTT；Item response theory；IRT；PCM；TIMSS
原始連結：連回原系統網址new window
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本研究之主要目的在於透過 TIMSS 2007臺灣八年級學生數學科的作答反應瞭解古典測驗理論和試題反應理論的特性，並且綜合兩種測驗理論取向檢視 TIMSS 2007之數學科試題，希望透過試題分析結果提供試題編制和教育相關領域教學啟發之參考。資料庫人數共 287人，以題本組合一為研究工具，利用軟體 R 2.13.1、Excel 2003、SPSS 12.0與ConQuest 2.0等，執行各項數值運算和圖表繪製。結果發現，兩種測驗理論均顯示測驗試題呈現難度偏易情形、兩題誘答選項呈現中間組作答比率高於低分組的情形，試題特徵曲線顯示有四題多重計分題呈現階難度失序情形。整體試題品質相當良好，少數題目呈現無法區辨中間能力者樣貌，且試題對於學生較為容易。在理論特性方面，古典測驗理論可以從信度、構念效度、試題參數、項目分析和測驗參與者總分，對應試題反應理論的測驗訊息量、構念效度和模式適合度、試題參數、試題和類別特徵曲線和測驗參與者能力等概念，試題反應理論的優勢展現在測驗訊息量、潛在特質假設、參數不變性和試題等化上。在提供試題編制和教育相關領域啟發方面，研究者對兩題試題提出調整方式建議，並認為在某特定試題上，讓學生感到作答困難的原因，或許可以和數感教育有所連結。
The purpose of this study was to investigate the characteristics of classical test theory (CTT) and item response theory (IRT) by using the responses given by eighth-grade Taiwanese students in the TIMSS 2007 database to conduct test and item analysis from 2 distinct test perspectives, to provide benefit for test design and education settings. A total of 287 students were included in the research, and Booklet 1 was selected as the research tool. Software such as R 2.13.1, Excel 2003, SPSS 12.0, and ConQuest 2.0 were used during data analysis and curve drawing. The results showed that the test difficulty ranged from medium to easy, and the 2 distractors embedded respectively in the 2 items showed that the proportion of average students was more than that of below-average students, according to the aforementioned theories. Moreover, item characteristic curves of 4 multiple-choice items were not ordered. In general, the test quality was high, despite slight flaws meaning that some items could not differentiate average students. However, items were easy for students. The reliability, construct validity, item parameters, category analysis, and overall scores of the test takers in CTT corresponded to concepts of test information function, construct validity, and model fit assessing, item parameters, item and category characteristic curves, abilities of participants in the IRT. The relative strengths of the IRT lie in test information function, latent trait assumption, and parameter invariance and test equating. Regarding the test design and educational implications, we suggest modifying presentations of 2 distractors and making connection to number sense education owing to a specific difficult item.
期刊論文
1.Hattie, J.(1985)。Methodology Review: Assessing Unidimensionality of Tests and Items。Applied Psychological Measurement，9(2)，139-164。  new window
2.支毅君(19970600)。我國國小三年級數感教學研究。臺東師院學報，8，83-116。new window  延伸查詢new window
3.余民寧(1992)。測驗反應理論的介紹(二）--基本概念和假設。研習資訊，9(1)，5-9。  延伸查詢new window
4.余民寧(1992)。測驗反應理論的介紹(七）--訊息函數。研習資訊，9(6)，5-9。  延伸查詢new window
5.曹雅玲(20060200)。數感教學重要性之探討。國民教育，46(3)，101-110。  延伸查詢new window
6.Gurganus, S.(2004)。Promote number sense。Intervention in school and clinic，40(1)，55-58。  new window
7.余民寧(1991)。測驗反應理論的介紹(一）--測驗理論的發展趨勢。研習資訊，8(6)，13-18。  延伸查詢new window
8.Reckase, M. D.(1979)。Unifactor latent trait models applied to multifactor tests: Results and implications。Journal of Educational Statistics，4(3)，207-230。  new window
9.Masters, G. N.(1982)。A Rasch model for partial credit scoring。Psychometrika，47(2)，149-174。  new window
10.Muraki, Eiji(1992)。A generalized partial credit model: application of an EM algorithm。Applied Psychological Measurement，16(2)，159-176。  new window
圖書
1.Wu, M. L.、Adams, R. J.、Wilson, M. R.(2007)。ACER ConQuest: Generalized item response modeling software。Hawthorn：Australia Council for Educational Research。  new window
2.Olson, J. F.、Martin, M. O.、Mullis, I. V. S.(2008)。TIMSS 2007 technical report。Chestnut Hill, MA：TIMSS & PIRLS International Study Center, Boston College。  new window
3.Bond, T. G.、Fox, C. M.(2007)。Applying the Rasch model: Fundamental measurement in the human sciences。Lawrence Erlbaum Associates。  new window
4.陳柏熹(2011)。心理與教育測驗：測驗編製理論與實務。精策教育有限公司。  延伸查詢new window
5.Lord, Frederic M.、Novick, Melvin R.、Birnbaum, Allan(1968)。Statistical Theories of Mental Test Scores。Addison-Wesley Publishing Company。  new window
6.Wu, M.、Adams, R.(2007)。Applying the Rasch model to psycho-social measurement: A practical approac。Melbourne, Australia：Educational Measurement Solutions。  new window
7.Crocker, L.、Algina, J.(1986)。Introduction to Classical and Modern Test Theory。Holt, Rinehart & Winston。  new window
8.American Psychological Association、American Educational Research Association、National Council on Measurement in Education(1999)。Standards for educational and psychological testing。Washington, DC：American Psychological Association。  new window
9.Gullikson, H.(1987)。Theory of mental tests。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
10.Lord, Frederic M.(1980)。Applications of Item Response Theory to Practical Testing Problems。Lawrence Erlbaum Associates, Inc.。  new window
11.郭玉生(1999)。心理與教育測驗。台北：精華書局。  延伸查詢new window
12.Embretson, Susan E.、Reise, Steven P.(2000)。Item Response Theory for Psychologists。Lawrence Erlbaum Associates, Inc.。  new window
其他
1.陳柏熹(2006)。IRT在量表編製上的應用，http://www.rcpet.ntnu.edu.tw/IRT%E5%9C%A8%E9%87%8F%E8%A1%A8%E7%B7%A8%E8%A3%BD%E4%B8%8A%E7%9A%84%E6%87%89%E7%94%A8(%E4%B8%8B)95.1.2.doc。  new window
 
 
 
 
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