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題名：資優學生鑑定工具得分間之相關及其對於學業成就之預測分析
書刊名：特殊教育研究學刊
作者：郭靜姿 引用關係
作者(外文)：Kuo, Ching-chih
出版日期：1995
卷期：13
頁次：頁175-202
主題關鍵詞：資優學生；鑑定
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:10
  • 點閱點閱:54
　　　　　本研究曲在探討國中資優學生個種鑑定工具得分間之相關及九不對於學業成就之預測情形。研究對象取自臺灣地區設置資優資源班的國中21所(含六類學科資優)。舉生人數總計3874人，畢業於77~82學年度。 資料處理係取學生在國一參加資優鑑定的成績，與其入學後三年的學業成就及高中聯考成績加以分析，研究結果如下: 1.各種鑑定工具得分間的相關多達顯著水準(P<.001)(高級瑞文氏測驗與魏氏語文及國文性向測驗之相督除外)，各項工具間之相關如下: (1)魏氏語文與作業量表現相關為.4284;語文量表與全量表相關為.8144;非語文量表與全表相關為.7965。 (2)瑞文氏與魏氏語文相關為.0953;與惟氏作業相關為.2490;與魏氏全量表相關為.1971。 (3)個學科性向測驗與魏氏語文之相關介於.2208~.3085，與魏氏作業之相關介於.1690~.2933，與魏量表之相關介於.0678~.2887。 (4)瑞文氏與國文性向測驗之相關為~.1112;與數理性向測驗之相關介於為.1806~.2241。 (5)數學性向與生物性向相關為.2637，與理化緎向相關為.3042;生物性向與理化性向相關為.4276。 2.各資優類組鑑定工具對於學業表現之預測情形在各校、各年度間之變異頗大，且鑑定工具對於學生在校成績及聯考成績的預測結果不同，茲將預測力較高的工具條列於後: (1)在校成績: 國文組-國文段考 英文組-英文段考、教師自編測驗 數學組-生物段考、數學段考、數學性向 自然組-國文段考、魏氏全量表、數學段考、生物性向、理化性向 數理組-英文段考、數學段考、魏氏量表、數學性向、生物性向 一般組-魏氏量表、國文段考、生物段考 (2)聯考成績: 國文組-國文段考、魏氏語文 英文組-英文段考、魏氏語文 數學組-魏氏語文 自然組-數學段考、生物段考、魏氏語文、理化性向、瑞文氏 數理生-數學段考、生物段考、魏氏語文、生物性向 一般組-魏氏量表、國文段考、生物段考、生物性向 3.運用加權總分或多元截斷方式(分理想多元截斷標準及實際多元截斷標準兩組)選擇出來之學生，相同對象頗多，三組間成就表現之差異未達顯著水準。
　　　　　 The purposes of this study were to analyze the correlation relationships among the scores of the instruments used to identify the junior high gifted students in Taiwan, ROC and to explore the predictive validity of the multiple instruments on the students' academic achievements. The identification work wee at the 7th grade and the subjects graduated from junior high schools separately from 1988 to 1993. the total sample was 3874, selected from 21 schools engaged in gifted education in Taiwan. The test scores during identifying process and the school academic records as well as the scores of the Entrance Examination to the Senior High School (EESHS) of each student were collected. The research results were as the followings: 1. The result of the analysis of the correlations among different identification instrument were similar to the past research report. 2. The teacher-made achievement test scores correlated with the school academic records the highest, but they didn't predict the scores of EESHS well, there were great varieties among different academic years. 3. The verbal scale of WISC predicted the scores of the EESHS the bets, but generally speaking,IQ didn't correlate highly with school records. The Advanced Progessive Raven's Matrix Test showed quietly low correlation with students' achievements. 4. The aptitude tests didn't correlate well with school performances, either. The correlation relationships changed a lot among academic year. The mathematics and the Biologics tests presented better predictivity than the Physics test. 5. The researcher found that the weighting scroes of the tests correlated with the students' achievement very well. Using weighting scores to select the gifted students probably is better than using any one of single test to select the students. 6. There were no significant difference of achievements among the different groups of students selected out by three kinds of selective strategies: (a) the weighting score, (b) the multiplecut off (ideal level) criteria, (c) the multiple-cutoff(lower level) criteria.
期刊論文
1.Feldhusen, J. F.、Asher, J. W.、Hoover, S. M.(1984)。Problems in the identification of giftedness, talent, or ability。Gifted Child Quarterly，28(4)，149-151。  new window
2.郭靜姿(19870600)。學習行為觀察量表初步編訂報告。特殊教育研究學刊，3，171-183。new window  延伸查詢new window
3.Renzulli, J. S.(1978)。What makes giftedness? Re-examining a definition。Phi Delta Kappan，60(5)，180-184。  new window
4.VanTassel-Baska, J.(1986)。The use of aptitude tests for identifying the gifted: The talent search concept。Roeper Review，8(3)，185-189。  new window
5.Gagné, F.(1985)。Giftedness and talent: Reexamining a reexamination of the definitions。Gifted Child Quarterly，29，103-112。  new window
6.郭為藩(19810400)。應用智力測驗的態度與認識。特殊教育季刊，1，2-9。new window  延伸查詢new window
7.陳美芳(19870600)。「修訂魏氏兒童智力量表」在國中資優學生鑑定之運用效果及相關研究。特殊教育研究學刊，3，151-170。new window  延伸查詢new window
8.Moore, A. D.、Betts, G. T.(1987)。Using judgement analysis in the identification of gifted and talented children。Gifted Child Quarterly，31，30-33。  new window
9.Stanley, J. C.、Benbow, C. P.(1981)。Using the SAT to find intellectually talented seventh graders。College Board Review，122，2-15。  new window
10.Guilford, J. P.(1959)。Three faces of intellect。American Psychologist，14(8)，469-479。  new window
會議論文
1.Cho, S.(1992)。Education of the gifted and talented in Korea。The Second Asian Conference on Giftedness:Growing up gifted and talented。Taipei：National Taiwan Normal University。135-139。  new window
研究報告
1.郭靜姿、丁亞雯、何耀章、楊世慧、楊美慧(1993)。臺北市籌設麗山科學高中專題研究--招生升學規畫第一年研究報告。  延伸查詢new window
2.郭靜姿(1995)。資優生多元鑑定工具與其計分方式對於學業成就表現之預測效度研究。  延伸查詢new window
圖書
1.兪筱鈞(1994)。瑞文氏圖形推理測驗系列指導手冊。台北：中國行為科學社。  延伸查詢new window
2.Alexander, P. A.、Maia, J. A.(1982)。Gifted education。London：Rockville, Maryland：An Aspen Publication。  new window
3.Anderson, V. V.、Kennedy, W. M.(1932)。Psychiatry in education。New York：Harper。  new window
4.Martinson, A.(1974)。The identification of gifted and talented。Ventura, Calif.：Office of the Ventura County Superintendent of Schools。  new window
5.Terman, L.(1925)。Genetic studies of genius. Mental and physical traits of 1000 gifted children。Stanford, Calif.：Stanford University Press。  new window
6.HoIIingworth, L. S.(1929)。Gifted children: Their nature and nurture。New York：Macmillan。  new window
7.Stanley, J. C.、Keating, D. P.、Fox, L. H.(1974)。Mathematical talent: Discovery, description, and developments。Baltimore, MD：The Johns Hopkins University Press。  new window
8.Gardner, H. C.(1983)。Frames of mind: The theory of multiple intelligence。New York：Basic Books。  new window
9.Sternberg, Robert J.(1985)。Beyond IQ: A triarchic Theory of Human Intelligence。Cambridge University Press。  new window
圖書論文
1.Perleth, C.、Heller, A. K.(1994)。The Munich longitudinal study of giftedness。Beyond Terman: Contemporary longitudinal studies of giftedness and talent。Norwood, NJ：Ablex Publishing Corporation。  new window
2.Hany, E. A.(1993)。Methodological problems and issues concerning identification。International handbook of research and development of giftedness talent。Oxford：Pergamon Press。  new window
3.查子秀(1994)。測驗在超常兒童鑑別和研究中的應用。華文社會的心理測驗。臺北：心理。  延伸查詢new window
4.郭靜姿(1994)。資優學生的鑑定問題探討。開創資優教育的新世紀。國立臺灣師大特教系。  延伸查詢new window
5.Baldwin, A. Y.(1978)。The Baldwin identification matrix。Educational planning for the gifted。Reston, Va.：The Council for Exceptional Children。  new window
6.Murphy, D. L.、Friediman, R. C.(1991)。Using prediction methods: A better magic mirror。Conducting research and evaluation in gifted education。New York, NY：Teachers College。  new window
7.Pyryt, M. C.、Mashrow, Y.、Feng, C.(1993)。Programs and strategies for nuturing talents/giftedness in science and technology。International handbook ,of research and development of giftedness and talent。Oxford：Pergamon。  new window
8.Sternberg, R. J.(1993)。Procedures for identifying intellectual potential in the gifted: A perspective on alternative "Metaphors of Mind"。International Handbook of Research and Development of Giftedness and Talent。Oxford：Pergamon。  new window
9.Feldhusen, J. F.、Jarwan, F. A.(1993)。Gifted and talented youth for educational program。International handbook of research and development of giftedness and talent。Oxford：Pergamon。  new window
 
 
 
 
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