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題名:
科學多重文本閱讀理解評量之建構與信效度分析--以氣候變遷與三峽大壩之間的關係題本為例
書刊名:
教育心理學報
作者:
林小慧
/
曾玉村
作者(外文):
Lin, Hsiao-hui
/
Tzeng, Yu-htsuen
出版日期:
2017
卷期:
49:2
頁次:
頁215-241
主題關鍵詞:
多面向Rasch測量模式
;
科學多重文本閱讀理解評量
;
部分給分模式
;
評定量尺模式
;
驗證性因素分析
;
Confirmatory factor analysis
;
Many-facet Rasch measurement
;
Partial credit model
;
Rating scale model
;
Scientific multiple text reading comprehension assessment
原始連結:
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相關次數:
被引用次數:期刊(
5
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
3
共同引用:
10
點閱:7
本研究主要目的係在發展「科學多重文本閱讀理解評量」,並建立一組評鑑閱讀理解能力之「多重文本閱讀理解評量規準」。本評量之科學題本為「氣候變遷與中國長江三峽大壩的關係」,包含「提取訊息」、「概化訊息」、「解釋訊息」以及「整合訊息」四個分評量,共計10題選擇題及9題建構題。分析結果顯示,評分者內之Cronbach's α值均大於.9,表示評分者內一致性尚稱良好。其次,評分者間之Kendall ω和諧係數值大於 .8,P值小於< .001,達顯著相關,顯示評分者間有相同相對等級的評分趨勢。另評分者嚴苛度之多面向Rasch測量模式與評定量尺及部分給分模式比較之卡方考驗則達顯著水準,表示評分者間的嚴苛度及閾值嚴苛度存在差異存在,前者infit與outfit MFRM均介於1±0.3 之間,表示無論是嚴格或寬鬆的評分者,均能有效區分出高、低能力的學生;後者意謂著對於牽涉到評分者之詮釋、評估、評分的心理歷程,本來就很難像機器評分一樣的一致性,亦符合一般對於人評分的預期,並可被理解與接受。其次,題本之內部一致性,除「提取訊息」、「概化訊息」外,其餘亦均大於.70,全評量α則在.90以上,顯示SMTRCA之Cronbach's α尚在可接受範圍內。最後,驗證性因素分析也支持「科學多重文本閱讀理解評量」四因素之假設模式,兩者適配尚稱符合。本研究初步發現「科學多重文本閱讀理解評量」可分為「提取訊息」、「概化訊息」、「解釋訊息」以及「整合訊息」四個分評量,而該四個分評量分數所表徵之一階潛在因素,可被「科學多重文本閱讀理解評量」解釋的變異量分別為.60、.66、.80、.80。
以文找文
This study aimed to advance the Scientific Multi-Text Reading Comprehension Assessment (SMTRCA), with a focus on the Rubric of Multi-Text Reading Comprehension Assessment (RMTRCA) designed to evaluate the extent of reading comprehension. To this end, we used scientific texts describing the dispute of the relationships between climate changes and the Three Gorges Dam and developed assessment items according to our rubric. Test items included 10 close-ended and 9 open-ended questions and were categorized into 4 subscales: information retrieval, information generalization, information interpretation, and information integration. The results of analysis showed that the cronbach's α values were more than .9, indicating that the intra-rater consistency was well. Secondly, the Kendall’s coefficient of concordance was more than .8 and its P value was smaller than .001, denoting a consistent scoring pattern between raters. Additionally, the analysis of many-facet Rasch measurement (MFRM) and the comparison of the rating scale model (RSM) and the partial credit model (PCM) showed that the chi-square test of rater severity and threshold difficulty were significant. The infit and outfit MNSQ of the former are between 1±0.3, meaning that both severe and lenient raters can distinguish high-ability students from low-ability students more effectively. The latter means that the rating procedures involve human interpretation, evaluation and scoring processes so that it is difficult to reach a machine-like consistency level. However, this is in line with expectations of typical human judgment processes. Thirdly, most values of Cronbach's α of test items were larger than .7 except those from information retrieval and information generalization but overall they were all within acceptable range. Finaly, confirmatory factor analysis showed that there was an acceptable goodness-of-fit among the SMTRCA. The SMTRCA accounts for .60, .66, .80, and .80 of the variance associated with the first order factors of 4 subscales.
以文找文
期刊論文
1.
Braten, I.、Stømsø, H. I.、Britt, M. A.(2009)。Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts。Reading Research Quarterly,44(1),6-28。
2.
Valenti, S.、Neri, F.、Cucchiarelli, A.(2003)。An overview of current research on automated essay grading。Journal of Information Technology Education: Research,2(1),319-330。
3.
Rouet, J. F.、Britt, M. A.、Mason, R. A.、Perfetti, C. A.(1996)。Using multiple sources of evidence to reason about history。Journal of Educational Psychology,88,478-493。
4.
Rouet, J. F.、Vidal-Abarca, E.、Erboul, A. B.、Millogo, V.(2001)。Effects of Information Search Tasks on the Comprehension of Instructional Text。Discourse processes,31(2),163-186。
5.
Bråten, I.、Strømsø, H.(2010)。When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing。Instructional Science,38(6),635-657。
6.
Adams, Thomasenia Lott、Lowery, Ruth McKoy(2007)。An analysis of children's strategies for reading mathematics。Reading and Writing Quarterly,23(2),161-177。
7.
Schwarz, B.(2003)。Collective reading of multiple texts in argumentative activities。International Journal of Educational Research,39(1/2),133-151。
8.
唐淑華、蔡孟寧、林烘煜(20150900)。多文本課外閱讀對增進國中學生理解歷史主題之研究:以「外侮」主題為例。教育科學研究期刊,60(3),63-94。
延伸查詢
9.
Eckes, T.(2005)。Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis。Language Assessment Quarterly: An International Journal,2(3),197-221。
10.
Kintsch, Walter(1988)。The role of knowledge in discourse comprehension: A construction-integration model。Psychological Review,95(2),163-182。
11.
Wolfe, Michael B. W.、Goldman, Susan R.(2005)。Relations Between Adolescents' Text Processing and Reasoning。Cognition and instruction,23(4),467-502。
會議論文
1.
楊蕙如、陸怡琮(2010)。閱贖目的對成人閱讀多重文本的理解表徵建構之影響。台灣心理學會第49屆年會,中正大學主辦 。嘉義。
延伸查詢
圖書
1.
Bennett, R. E.、Ward, W. C.(1993)。Construction versus choice in cognitive measurement: Issues in constructed response, performance testing, and portfolio assessment。Hillsdale, NJ:Lawrence Erlbaum Associates。
2.
Cizek, G. J.、Bunch, M. B.(2007)。Standard setting: A guide to establishing and evaluating performance standards on tests。Sage。
3.
Rouet, J. F.(2006)。The skills of document use: From text comprehension to web-based learning。Mahwah, NJ:Lawrence Erlbaum Associates。
4.
Landy, F. J.、Farr, J. L.(1983)。The measurement of work performance: Methods, theory, and applications。New York, NY:Academic Press。
5.
Linacre, J. M.(1989)。Many-facet Rasch measurement。MESA Press。
圖書論文
1.
Cizek, G. J.(2006)。Standard setting。Handbook of test development。Mahwah, NJ:Lawrence Erlbaum Associates。
2.
Johnson, H. M.、Seifert, C. M.(1999)。Modifying mental representations: Comprehending corrections。The construction of mental representations during reading。Mahwah, NJ:Lawrence Erlbaum Associates。
3.
Hartman, D. K.、Allison, J.(1996)。Promoting inquiry-oriented discussions using multiple texts。Lively discussions!: Fostering engaged reading。Newark, DE:International Reading Association。
4.
van den Broek, P.(1990)。The causal inference maker: Towards a process model of inference generation in text comprehension。Comprehension processes in reading。Hillsdale, NJ:Lawrence Erlbaum Associates。
5.
Eckes, T.(2009)。Many-facet Rasch measurement。Reference supplement to the manual for relating language examinations to the Common European Framework of Reference for languages: Learning, teaching, assessment (Section H)。Council of Europe/Language Policy Division。
6.
Perfetti, C. A.、Rouet, J. F.、Britt, M. A.(1999)。Toward a theory of documents representation。The construction of mental representations during reading。Mahwah, NJ:Erlbaum。
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