資優兒童問題解決能力實作評量之建構研究__臺灣人文及社會科學引文索引資料庫

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題名：	資優兒童問題解決能力實作評量之建構研究
書刊名：	特殊教育研究學刊
作者：	呂金燮
作者(外文)：	Lu, Chin-hsieh
出版日期：	2000
卷期：	19
頁次：	頁279-308
主題關鍵詞：	資優兒童；問題解決能力；實作評量；認知複雜度；Gifted children；Problem-solving abilities；Performance assessment；Cognitive complexity
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(4) 博士論文(3) 專書(0) 專書論文(0) 排除自我引用:3 共同引用:13 點閱:20

　　　　　本研究的主要目的在配合國小資優兒童鑑定的觀察期，建構以語文及數學領域為主的問題解決能力實作評量活動，觀察兒童解題歷程的認知複雜度類型。再以絕對和專家模式的方式，依據兒童的實際反應建立明確具體的觀察指標與評分系統。評量活動依結構度的特性分為結構清楚、弱結構與無結構等三類。研究對象為臺北市興隆國小以及臺北縣秀朗、中和和埔墘國小等四所設有資源式資優班學校的二年級與三年級的普通與資優兒童，共五十七位。主要研究結果有：(一)評量活動難度偏高，但能區辨解題能力之質的差異；(二)兒童於解題過程中表現出解題歷程的多元性，並呈現專家與生手的特質差異；(三)表現指標的層次分明，利於明確評分表的建立；(四)基於領域與專家生手的特質，評量活動的結構度對表現結果的影響不一。對研究結果的應用建議：(一)資優兒童的思考特質適合實作評量，但須有專業訓練的教師配合觀察與評分，方能發揮鑑定的功能；(二)當題目難度偏高時，兒童對題目情緒反應與堅持度成為解題的另一個關鍵；（三）以實作評量表現結果作為資優兒童鑑定依據，仍有待題庫的建立，方能作為大量施測的鑑定依據。

以文找文

　　　　　The purpose of this study was to construct a model of performance assessment for measuring gifted children's problem-solving abilities. Through solving three kinds of performance assessment activities (well, ill and un-structured), children's problem-solving processes were observed and analyzed. Based on the absolute and expert models, children's performances on these activities were analyzed and categorized into different levels for constructing the specific scoring rubric and observing indicators. The data were collected from 57 gifted and no-gifted children enrolled in four elementary schools with pull-out gifted programs in November-December, 1998. The results demonstrated four main characteristics of the performance assessment model: (1)Though the difficulty level of the performance assessment was higher than expected, it was able to detect the discrepancy between the intuitive and organized solutions; (2)Children's problem-solving processes were very diversity and multiple. The discrepancies of the performances between expert and novice children were detected; (3)The children's responses were able to be ordered into vary levels of the indicators of problem-solving abilities based on the generic scoring rubrics; (4)The influences of the activity structure were varied based on the characteristics of academic areas and children's problem-solving abilities. Based on these results, three suggestions for implementation were proposed: (1)The results of performance assessment is appropriate to use as an identification indicator of gifted children with well-trained teacher for observing and scaling. (2)Children's attitude and commitment become the other keys factor for observing and scaling. (2)Children's attitude and commitment become the other keys factor for good performance on performance assessment when the difficulty level of the assessment activity in high. (3)For large-scale assessment, the activity pool is need for valid use of the performance assessment as an indicator of the identification of gifted children.

以文找文

期刊論文
1.	陳美芳(19960600)。資優學生身心特質與評量。教育資料集刊，21，13-26。延伸查詢
2.	Sternberg, R.(1982)。Nonentrenchment in the assessment of intellectual giftedness。Gifted Child Quarterly，26，63-67。
3.	Getzels, J. W.、Csikszentmihalyi, M.(1967)。Scientific creativity。Science Journal，3(9)，80-84。
4.	Lane, S.(1993)。The conceptual framework for the development of a mathematics performance assessment instrument。Educational Measurement: Issues and Practice，12(2)，16-23。
5.	Wiggins, G. P.(1989)。A true test: Toward more authentic and equitable assessment。Phi Delta Kappan，70(9)，703-713。
6.	Spearman, C. E.(1904)。"General intelligence" objectively determined and measured。American Journal of Psychology，15(2)，201-293。
7.	Chi, M. T. H.、Feltovich, P. J.、Glaser, R.(1981)。Categorization and representation of physics problems by experts and novices。Cognitive Science，5(2)，121-152。
8.	Lohman, D. F.(1993)。Teaching and Testing to Develop Fluid Abilities。Educational Researcher，22(7)，12-23。
9.	郭靜姿(1996)。資賦優異學生的鑑定與教育安置。教育資料集刊，21，28-54。延伸查詢
10.	Chase, W. G.、Ericsson, K. A.(1982)。Skill and working memory。The psychology of learning and motivation，16，1-58。
11.	Shore, B. M.、Dover, A. C.(1991)。Giftedness and flexibility on a mathematical set-breaking task。Gifted Child Quarterly，35，99-105。
12.	Sternberg, R. J.(1981)。A componential theory of intellectual giftedness。Gifted Child Quarterly，25(2)，86-92。
13.	Sternberg, R. J.、Ferrari, M.、Clinkenbeard, P. R.、Grigorenko, E. L.(1996)。Identification, instruction and assessment of gifted children。Gifted Child Quarterly，40(3)，129-137。
14.	Swanson, H. L.(1992)。The relationship between metacognition and problem solving in gifted children。Roeper Review，15(1)，43-48。

會議論文
1.	Glaser, R.、Baxter, G.(1997)。Improving the theory and practice of performance based assessment。Orlando, FL。
2.	QUASAR Group(1993)。Quantitative and qualitative understanding: amplifying students achievement and reasoning。沒有紀錄。

學位論文
1.	林妮芙(1999)。實作評量的題目結構度對認知複雜度的影響，0。延伸查詢

圖書
1.	VanTassel-Baska, J.、Feldhusn, J.(1994)。Comprehensive curriculum for gifted learners。Boston, MA：Allyn & Bacon。
2.	Yussen, S. R.(1985)。The role of metacognition in contemporary theories of cognitive development。Metacognition,cognition, and human performance, Vol. 1。Orlando, FL：Lawrence Erlbaum。
3.	Sternberg, R. J.(1997)。Successful intelligence。New York, NY：Plume。
4.	Terman, L. M.(1925)。Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children。Stanford, CA：Stanford University Press。
5.	Rowe, H. A. H.(1985)。Problem solving and intelligence。Hillsdale, N.Y：Academic。
6.	Lazear, D.(1995)。Multiple Intelligence Approaches to Assessment: Solving the Assessment Conundrum。Tucson, AZ：zephyr Press。
7.	Gardner, H.(1983)。Frames of mind: The theory of multiple intelligences。NY：Random House。
8.	Gardner, Howard(1999)。Intelligence reframed: Multiple intelligences theory into 21th century。New York：Basic Books。
9.	Sternberg, R. J.、Spear-Swerling, L.(1996)。Teaching for Thinking。American Psychological Association。
10.	Sternberg, Robert J.、Lubart, Todd I.(1995)。Defying the Crowd: Cultivating Creativity in a Culture of Conformity。Free Press。
11.	Chi, M. T. H.(1987)。Representing knowledge and metaknowledge: Implications for interpreting metamemory research。Metacognition, motivation and understanding。Hillsdale, NJ。
12.	Deweck, C. S.(1989)。Motivation。Foundations for a psychology of education。Hillsdale, NJ。
13.	Gagne, R. M.、Medsker, K. I.(1996)。The conditions of learning: Training applications。Harcourt Brace College Publishers。
14.	Neisser, U.(1976)。General, academic, and artificial intelligence。The nature of intelligence。Hillsdale, NJ。
15.	Oregon Department of Education(1993)。Oregon dimensions of problem solving。Oregon dimensions of problem solving。Salem, OR。
16.	Piaget, J.(1976)。The Psychology of Intelligence。The Psychology of Intelligence。Totowa, NJ。
17.	Renzulli, J. S.(1977)。The enrichment triad model: A guide for developing defensible programs for gifted and talented。The enrichment triad model: A guide for developing defensible programs for gifted and talented。Mansfield Center, CT。
18.	Resnick, R. B.、Glaser, R.(1980)。Problem solving and intelligence。The nature of intelligence。Hillsdale, NJ。
19.	Sternberg, R. J.、Davidson, J. E.(1992)。Problem solving。Encyclopedia of educational research。New York, NY。
20.	Treffinger, D. J.(1986)。Fostering effective, independent learning through individualized programming。Systems and models for developing programs for the gifted and talented。Mansfield Center, CT。
21.	Voss, J. E.、Post, I. A.(1988)。On the solving of ill-structured problems。The nature of expertise。Hillsdale, NJ。

其他
1.	Resnick, R. B.，Nelson-Le, G. S.(1996)。Socializing intelligence，0。

圖書論文
1.	Spiro, R. J.、Vispoel, W. P.、Schmitz, J. G.、Boerger, A. E.、Samarapungavan, A.(1987)。Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains。Executive Control Processes in Reading。Hillsdale, N.J.：Lawrence Erlbaum Associates。
2.	Mayer, R. E.、Wittrock, M. C.(1996)。Problem-solving transfer。Handbook of educational psychology。Macmillan。
3.	Glaser, R.(1991)。Expertise and assessment。Testing and cognition。Englewood Cliffs, NJ：Prentice Hall。
4.	呂金燮(1999)。實作評量--理論。教育測驗與評量--教室學習觀點。台北：五南。延伸查詢
5.	Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。
6.	Schoenfeld, A. H.(1989)。Teaching mathematical thinking and problem solving。Toward the thinking curriculum: Current cognitive research。Alexandria, VA：Association for Supervision and Curriculum Development。

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