摘要 本研究的目的係以學生問題表（S-P 表）分析法針對「高中學生van Hiele 平面幾何思考層次測驗」進行試題分析。研究樣本取自臺灣中部五個縣市之高中 一至三年級學生，有效樣本1254 名。採用van Hiele 幾何思考層次測驗（VHGT） 中文版為評量工具，並以TESTER For Windows 程式 2.0 版軟體進行S-P 表及 試題分析。本研究分析的項目包括：內部一致性係數、平均答對率（P）、差異係 數、注意係數及鑑別度。經TESTER For Windows 分析，獲得下列研究結論：（1） 此測驗的內部一致性係數為 0.81，信度良好。（2）此測驗的平均答對率為0.53， 難度適中。（3）差異係數為0.35，顯示試題群和學生群兩者均具有相當的同質性。 （4）試題總數為25 題，有13 題被判定為A（優良型試題），4 題被判定為B（困 難型試題），8 題被判定為B'（拙劣型試題）；其中層次二、三、四各有1、1、2 題為B，層次四、五各有3、5 題為B'，幾何層次越高的題目，學生平均答對人 數百分比越低，試題越困難，層次五的題目都被判定為B'。（5）此測驗除了有4 題鑑別度差，3 題鑑別度尚可，2 題鑑別度優良以外，其餘的試題鑑別度非常優 良。

Abstract The purpose of this research is to analyze the van Hiele geometry test of Senior high school student with student-problem chart analysis theory. Using the Chinese version of the van Hiele Geometry Test, tested a total of 1254 senior high school students from five counties and cities in the middle part of Taiwan. Analyze the test with S-P chart analysis theory by TESTER For Windows 2.0, developed by Yu (2002). The analysis includes correct ratio of the test, the internal consistency reliability coefficient, disparity index, caution index, and item analysis. After data processing, the following conclusions were drawn from this study: (a) The average of the test is 13.18 (the total grades are 25), the standard deviation is 4.70. (b) The internal consistency reliability coefficient of this test is 0.81, it is good. (c) The average of the correct ratio of the test is 0.53. The difficulty of the test is moderate. (d) The total amount of the questions is 25, there are 13 questions judged as A (fine question), 4 questions judged as B (difficult question), 8 questions judged as B' (clumsy question). Among them, the level two, three, four each has 1, 1, 2 questions as B, the level four, five each has 3, 5 questions as B'. The higher geometry level question, the lower correct ratio and the more difficult the question is. The questions of the level five are all judged as B'. (e) Except that 4 questions have bad item discrimination index, 3 questions are acceptable, 2 questions are fine, and the others are very fine. (f) Disparity index is 0.35, show that the test and the students are suitable homogeneity, and the content of testing are agree with the goal and content of learning.