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題名:國小語文能力發展測驗編製及對特殊教育學生應用之研究
作者:許家吉
作者(外文):Chia Ji, Sheu
校院名稱:彰化師範大學
系所名稱:特殊教育研究所
指導教授:周台傑
吳裕益
學位類別:博士
出版日期:2002
主題關鍵詞:語文能力發展語文測驗題目反應理論測驗等化驗證性因素分析縱貫研究verbal ability developmentverbal testIRTequatingconfirmatory factor analysislongitudinal analysishierarchical linear analysis
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國小語文能力發展測驗編製及對特殊教育學生應用之研究
中 文 摘 要
本研究目的在根據語文能力發展指標及字/詞頻率資料庫為測驗編製要項來編製語文能力發展測驗工具,並探討二、四、六年級不同性別、語文程度、特教類別學生在三個時間點測量之語文能力發展情形。
本研究工具以中部地區台中縣、台中市及彰化市國小二、四、六年級學生為常模樣本,共計4726人。其相關因素的探討分為不同語文程度及特教類別兩部分,前者二、四、六年級學生,低、中、高語文程度樣本總計532名,而後者二、四、六年級學生之學障、智障、資優樣本總計271名。本研究中所使用的測驗工具有兩種,一為邱上真、洪碧霞、葉千綺(民88)所編製「國民中小學國語成就測驗」,一為研究者自編之「國小語文能力發展測驗」。本研究資料,分為三部分進行分析。首先以傳統測驗理論、題目反應理論(IRT)、探索性因素分析、驗證性因素分析及效標相關,提供語文能力發展測驗工具之題目分析及信效度證據;其次在橫斷研究上,以二因子混合設計之變異數分析分別比較不同性別、語文程度及特教類學生在三個時間點語文能力測量的能力估計值改變的情形;在縱貫研究上,以階層線性模式檢視二、四、六年級不同性別、語文程度及特教類別之學習障礙、智能障礙、資賦優異學生與普通學生個人語文能力發展的起始點與成長速率的差異分析。最後使用集群對學生在三個時間點之語文能力表現情形分類。茲將研究結果摘述如下:
一、題目分析與信效度分析:1.本測驗難度中等,信度穩定,且採年級間、甲乙式及不同測驗別間共同試題設計,能跨不同時間點比較學生語文能力發展;2.本測驗之因素結構可分為注音符號應用、識字與理解等三個主要因素;3.本測驗與國中小語文成就測驗有高相關。
二、橫斷研究:1.女生在三個時間點測量之平均語文能力大於男生,且其交互作用未達顯著水準;2.低、中、高語文程度學生在三個時間點測量之平均語文能力差異及交互作用皆達顯著水準;3.不同特教類別學生在三個時間點測量之平均語文能力差異達顯著水準,但其交互作用未達顯著水準。
三、縱貫研究:1.高語文程度及中等語文程度學生平均語文能力改變速率低於低語文程度學生;2. 資優生起始點語文程度高,改變率也較大,而學障生及智障生起始點語文程度較低,改變率也較低;3.效果模式中變項的加入,有助於增加對改變趨勢模式變異的解釋程度。;
四、組型分析:1.特教類別學生之中,有低起始點語文能力表現及低改變趨勢的學生群。在二年級為組型III,皆為智障生,四年級為組型IV,皆為學障生,在六年級為II-4,皆為學障生;2.組型的主要特徵為時間點三的語文能力表現,次要特徵分別為能力改變趨勢及起始點語文能力。
本研究根據上述研究結果,提供測驗使用者、教學者及輔導人員及未來對此主題研究上的建議。
關鍵字:語文能力發展、語文測驗、IRT、等化、驗證性因素分析、縱貫研究
The Development of the Verbal Ability Development Test Battery for Second, Fourth, and Sixth Grade Students and It’s Application to Special Education Students.
Chia Ji, Sheu
Abstract
The purpose of the study wwas first to develop the Verbal Ability Development Test Battery (VADTB) based on Verbal Ability Development Index and Word Frequency Database for second, fourth and sixth grade elementary school students. Secondly, to investigate the verbal ability development of special education students by the measurements taken at different point of time.
The participants of the study were second, fourth and sixth graders selected from public elementary schools in central Taiwan. There were four groups of students, a tryout sample (n=1203), a norm sample (n=4726), different verbal achievement samples (n=532), and different special education students (n=271). The research used two kinds of tests, the Chinese Achievement Test Battery (CATB) and the Verbal Ability Development Test Battery. The data were analyzed in three dimensions. Firstly, items of the test battery were evaluated using Classical Test Theory, Item Response Theory, exploring factor analysis, confirmatory factor analysis and criterion correlation. Secondly, to examine the mean differences among gender, verbal achievement and special education students, and the starting verbal ability and the acceleration of the verbal ability development, two way ANOVA and hierarchical linear model statistical methods were utilized. The major findings are as the followings:
1. (1)The degree of difficulty for the VADTB was medium, with stable reliability, and designing common items between grades, forms and tests suitable for comparing longitudinal verbal ability development. (2) The factor structure of VADTB is composed of phonetic application, word and reasoning. (3)The correlation between VADTB and CATB is high.
2. (1) The average verbal ability of girls are higher than boys, but the interaction was not significantly different. (2) The average verbal ability differences of different verbal achievement students and their interaction were significantly different. (3)The average verbal ability differences of various special education students were significantly different, but their interaction was not significantly different.
3. (1) The average verbal ability change rate of high verbal achievement students were lower than the low verbal achievement students.(2)The average verbal ability change rate of LD and MD students were lower than the ordinary students, and the average verbal ability change rate of gifted students are higher than the ordinary students. (3) The addition of variables in effect model increase the explanation for the trends of changes.
4. (1) There are low starting verbal ability and low change trends for special education students, for example pattern III for second graders, pattern IV for fourth graders, and II-4 for sixth graders. (2) The main characteristics of patterns are the trends of the changes and the level of starting ability.
Finally, implications and future studies for testers, teachers, counselors and future
studies were proposed.
Keyword: verbal ability development, verbal test, IRT, equating, confirmatory factor analysis, longitudinal analysis, hierarchical linear analysis
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