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題名:特質階層法於臺灣PISA 2006數學評量之認知診斷分析
書刊名:測驗學刊
作者:王苑菘鄒慧英 引用關係
作者(外文):Wang, Yuan-sungTzou, Huey-ing
出版日期:2015
卷期:62:1
頁次:頁69-93
主題關鍵詞:PISA 2006數學評量特質階層法結構方程模式認知診斷Attribute hierarchy methodCognitive diagnosisPISA 2006 mathematics assessmentStructural equation modeling
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:11
  • 點閱點閱:25
本研究旨在透過認知診斷技術了解臺灣15歲學生於PISA 2006數學評量表現的 優勢與弱點。本研究為臺灣15歲學生在PISA 2006數學評量的表現提出二種認知模 式,並以結構方程模式(structural equation modeling, SEM)與階層一致性指標 (Hierarchy Consistency Index, HCI)驗證之。依據驗證結果選定認知模式二,運用 特質階層法(Attribute Hierarchy Method, AHM)對臺灣學生在PISA 2006 數學評量 的表現進行認知診斷分析。具體言之,本研究企圖:(1)辨識(建構)臺灣學生在 PISA 2006 數學評量表現的認知模式,並驗證該模式的適配度;(2)探討以特質階層 法分析臺灣PISA 2006數學評量資料的適切性;(3)提供臺灣學生在PISA 2006 數學 評量不同表現水準的診斷訊息。 研究結果發現,本研究提出之認知模式與臺灣PISA 2006數學評量資料適配良 好,SEM 與HCI 均支持此論述,即PISA 2006 數學評量所測量之特質並非獨立運 作,而為一組具有階層性關聯的網絡特質。此外,依據AHM 對PISA 2006 數學評 量各表現水準學生的典型特質組型分析,顯示表現水準一以下的臺灣學生最多僅能 精熟階層一的特質,表現水準三的臺灣學生則可精熟階層二的特質,因此,若從教育 決策與補救教學考量,實應針對不同表現水準的臺灣學生強化其尚未精熟之特質。
The aim of this study is to understand Taiwan students’ strength and weakness on PISA 2006 mathematics assessment. In the study, two cognitive models underlying 15- year-old Taiwan students’ performance on the PISA 2006 mathematics assessment was identified.Meanwhile, the cognitive models were validated by using structural equation modeling (SEM) and the hierarchy consistency index (HCI). On the basis of the chosen cognitive model, a Q-matrix was developed for the PISA 2006 mathematics assessment. The attribute hierarchy method (AHM) was applied to the Taiwan PISA 2006 mathematics assessment for diagnostic analyses. In detail, this study attempts to (a) identify and validate the cognitive models, (b) examine the feasibility of the AHM for cognitive diagnostic analyses, and (c) provide the diagnostic information for Taiwan students at different PISA proficiency levels. The findings show that the cognitive model of the seven hierarchically structured attributes fits the Taiwan PISA data well. That is, the seven attributes do not function independently on the PISA 2006 mathematics assessment but form a hierarchically related network. Besides, Taiwan students performed on the proficiency level one and below level one could only master the first level attributes at most. Those who performed on the proficiency level three could master the attributes on the first two levels. Thus, the remedial instruction should be in accord with students’ proficiency levels to enforce the attributes that students have not mastered.
期刊論文
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4.Cui, Y.、Leighton, J.(2009)。The hierarchy consistency index: evaluating person fit for cognitive diagnostic assessment。Journal of Educational Measurement,46(4),429-449。  new window
5.Gierl, M. J.(2007)。Making diagnostic inference about cognitive attribute using the rulespace model and attribute hierarchy method。Journal of Educational Measurement,44(4),325-340。  new window
6.Gierl, M. J.、Wang, C.、Zhou, J.(2008)。Using the attribute hierarchy method to make diagnostic inferences about examinees' cognitive skills in Algebra on the SAT©。The Journal of Technology, Learning, and Assessment,6(6),1-53。  new window
7.Gierl, M.、Cui, Y.、Zhou, J.(2009)。Reliability and attribute-based scoring in cognitive diagnostic assessment。Journal of Educational Measurement,46(3),293-313。  new window
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17.Leighton, J. P.、Gierl, M. J.、Hunka, S. M.(2004)。The attribute hierarchy method for cognitive assessment: A variation on Tatsuoka's rule-space approach。Journal of Educational Measurement,41(3),205-237。  new window
18.Tatsuoka, K. K.(1983)。Rule space: An approach for dealing with misconceptions based on item response theory。Journal of Educational Measurement,20(4),345-354。  new window
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20.洪碧霞、蕭嘉偉、林素微(20100100)。PISA數學素養認知成份分析對補救教學的意涵。課程與教學,13(1),47-66。new window  延伸查詢new window
21.Rumelhart, David E.、Williams, Ronald J.、Hinton, Geoffrey E.(1986)。Learning Representations by Back-propagating Errors。Nature,323(6088),533-536。  new window
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23.Tatsuoka, K. K.、Corter, J. E.、Tatsuoka, C.(2004)。Patterns of Diagnosed Mathematical Content and Process Skills in TIMSS-R Across a Sample of 20 Countries。American Journal of Education,41(4),901-926。  new window
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會議論文
1.Gierl, M. J.、Cui, Y.、Hunka, S.(2007)。Using connectionist models to evaluate examinees' response patterns on tests。Annual meeting of the National Council on Measurement in Education。Chicago, IL。  new window
2.Mislevy, R. J.、Almond, R. G.、Yan, D.、Steinberg, L. S.(1999)。Bayes nets in educational assessment: Where do the numbers come from?。The Fifteenth Conference on Uncertainty in Artificial Intelligence。San Francisco, CA:Morgan Kaufmann。437-446。  new window
研究報告
1.Yan, D.、Almond, R.、Mislevy, R.(2004)。A comparison of two models for cognitive diagnosis。Princeton, NJ:Educational Testing Service。  new window
2.von Davier, M.(2005)。A general diagnostic model applied to language testing data。Princeton, NJ:Educational Testing Service。  new window
3.林煥祥、劉聖忠、林素微、李暉(2008)。臺灣參加PISA 2006成果報告。花蓮市:國立花蓮教育大學。  延伸查詢new window
圖書
1.Organisation for Economic Co-operation and Development(2004)。Learning for tomorrow's world: First results from PISA 2003。Paris:Organisation for Economic Co-operation and Development。  new window
2.Organisation for Economic Co-operation and Development(2006)。Assessing scientific, reading and mathematical literacy: A framework for PISA 2006。Paris:Organisation for Economic Co-operation and Development。  new window
3.Byrne, Barbara M.(1998)。Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming。Lawrence Erlbaum Associates。  new window
4.Hartz, S.、Roussos, L.、Stout, W.(2002)。Skills diagnosis: Theory and practice。Princeton, NJ:Educational Testing Service。  new window
圖書論文
1.Chipman, S. F.、Nichols, P. D.、Brennan, R. L.(1995)。Introduction。Cognitively diagnostic assessment。Mahwah, NJ:Lawrence Erlbaum Associates。  new window
2.Raftery, A.(1995)。Bayesian model selection in social research。Sociological methodology 1995。San Francisco, CA:Jossey-Bass。  new window
3.Roussos, L. A.、DiBello, L. V.、Stout, W. F.、Hartz, S. M.、Henson, R. A.、Templin, J. L.(2006)。The fusion model skills diagnosis system。Cognitive diagnostic assessment for education: Theory and applications。Cambridge, UK:Cambridge University Press。  new window
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5.Tatsuoka, K. K.(1993)。Item construction and psychometric models appropriate for constructed responses。Construction versus choice in cognitive measurement。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
6.Tatsuoka, K. K.、Boodoo, G.(2000)。Subgroup differences on the GRE quantitative test based on the underlying cognitive processes and knowledge。Research design and methodologies for mathematics and science。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
7.Tatsuoka, K. K.(1990)。Toward an integration of item-response theory and cognitive error diagnosis。Diagnostic monitoring of skill and knowledge acquisition。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
8.Lohman, D. F.、Ippel, M. J.(1993)。Cognitive diagnosis: From statistically-based assessment toward theory-based assessment。Test theory for a new generation of tests。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
9.Rumelhart, D. E.、Hinton, G. E.、Williams, R. J.(1986)。Learning Internal Representations by Error Propagation。Parallel distributed processing: Explorations in microstructure of cognition, Vol. 1: Foundations。Cambridge, MA:MIT Press。  new window
10.Tatsuoka, K. K.(1995)。Architecture of knowledge structures and cognitive diagnosis: A statistical pattern recognition and classification approach。Cognitively Diagnostic Assessment。Hillsdale, New Jersey:Lawrence Erlbaum Associates。  new window
11.Browne, Michael W.、Cudeck, Robert(1993)。Alternative ways of assessing model fit。Testing Structural Equation Models。Sage。  new window
 
 
 
 
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