臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：利用全方位設計原則編製國小數學成就測驗之初探研究：以四年級整數四則運算為例
書刊名：特殊教育與復健學報
作者：黃巧雲／陳明聰 引用關係
作者(外文)：Huang, Chiao-yun／Chen, Ming-chung
出版日期：2017
卷期：33
頁次：頁53-73
主題關鍵詞：全方位設計評量；整數四則運算測驗；學習障礙；Universal design for assessment；Achievement test of four arithmetic fundamental operations；Learning disabilities
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(0) 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:0
  • 共同引用共同引用:49
  • 點閱點閱:16
評量是了解學生學習成果的重要手段，但如何讓學生能公平參與考試一直是重要的議題。本研究依全方位設計原則編製國小整數四則運算成就測驗，並分析其信效度；接著以國小五年級學習障礙學生和一般學生各20名為對象，探討兩組學生在兩種形式之複本題目(紙本和電腦報讀)的作答表現是否有差異，以了解在遵循此原則下所編製之試題可否減少無關變異構念的干擾；此外，也探討受試者對兩種版本的作答感受。結果發現，自編成就測驗之古典測驗理論分析結果具有良好鑑別度和信效度，試題難度為.75、鑑別度為.34、Cronbach α係數值為.85、複 本信度為.86。在應用研究中則發現，學生組別和測驗方式間無交互效果，自編成就測驗中作答表現會因學生能力不同而有所差異，但不會因測驗呈現方式不同而有所差異；不管是學習障礙學生或一般學生均偏好在電腦化語音報讀版本進行測驗。
Assessment is one of the major methods to evaluate students' learning outcomes. How to make students participate in assessment fairly has been an important issue. This study aimed to develop a mathematical achievement test for fourth graders based on the principles of universal design. An experiment was conducted to examine the effectiveness of the universally-designed test after its reliability and validity had been confirmed. Twenty fifth graders with learning disabilities and their 20 typical peers were recruited to take the test displayed in two forms, paper-based and computer-based. In addition, the participants were asked to fill out a questionnaire to show their preference for the form of the test they took. The reliability and validity of this achievement test were acceptable. The average difficulty index of the items was .75, the average discrimination index of the items was .34, the reliability coefficient of Cronbach' Alpha of the test was .85, and the reliability coefficient of parallel-forms (paper-based and computer-based) was .86. Although the performance difference between students with ∕ without learning disabilities was significant, there was no significant difference between two forms of the test. There is no significant interaction between the student groups and the test forms either. However, both groups preferred the computer-based test.
期刊論文
1.曾思瑜(20030900)。從「無障礙設計」到「通用設計」--美日兩國無障礙環境理念變遷與發展過程。設計學報，8(2)，57-76。new window  延伸查詢new window
2.Elbaum, B.(2007)。Effects of an oral testing accommodation on the mathematics performance of secondary students with and without learning disabilities。The Journal of Special Education，40(4)，218-234。  new window
3.張萬烽、鈕文英(20101100)。美國身心障礙學生考試調整策略成效之後設分析。特殊教育研究學刊，35(3)，27-50。new window  延伸查詢new window
4.Bernacchio, C.、Mullen, M.(2007)。Universal design for learning。Education & Training，31(2)，167-169。  new window
5.Dolan, R. P.、Hall, T. E.、Banerjee, M.、Chun, E.、Strangman, N.(2005)。Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities。Journal of Technology, Learning, and Assessment，3(7)。  new window
6.Fletcher, J. M.、Francis, D. J.、Boudousquie, A.、Copeland, K.、Young, V.、Kalinowski, S.、Vaughn, S.(2006)。Effects of accommodations on high-stakes testing for students with reading disabilities。Exceptional Children，72(2)，136-150。  new window
7.Helwig, R.、Rozek-Tedesco, M. A.、Tindal, G.(2002)。An oral versus a standard administration of a large-scale mathematics test。Journal of Special Education，36(1)，39-47。  new window
8.Huynh, H.、Meyer, J. P.、Gallant, D. J.(2004)。Comparability of student performance between regular and oral administrations for a high-stakes mathematics test。Applied Measurement in Education，17(1)，39-57。  new window
9.Ketterlin-Geller, L.、Yovanoff, P.、Tindal, G.(2007)。Developing a new paradigm for conducting research on accommodations in mathematics testing。Exceptional Children，73，331-347。  new window
10.McKevitt, B. C.、Elliott, S. N.(2003)。Effects and perceived consequences of using readaloud and teacher-recommended testing accommodations on a reading achievement test。School Psychology Review，32(4)，583-600。  new window
11.Ofiesh, N.、Rojas, C.、Ward, R.(2006)。Universal design and the assessment of student learning in higher education。Journal of Postsecondary Education and Disability，19(2)，173-181。  new window
12.Russell, M.、Hoffmann, T.、Higgins, J.(2009)。A universally designed test delivery system。Teaching Exceptional Children，42(2)，6-12。  new window
13.Tindal, G.、Heath, B.、Hollenbeck, K.、Almond, P.、Harniss, M.(1998)。Accommodating students with disabilities on large-scale tests: An experimental study。Exceptional Children，64(4)，439-450。  new window
14.Johnson, E. S.(2000)。The effects of accommodations on performance assessments。Remedial and Special Education，21(5)，261-267。  new window
會議論文
1.林筱汶、陳明聰(2006)。語音調整策略對不同能力學生數學文字題解題表現成效之研究。嘉義縣：國立嘉義大學。113-131。  延伸查詢new window
2.Susan, C.(2002)。A primer on ways to explore item bias。The Annual Meeting of the Southwest Educational Research Association。  new window
3.Elliot, S. N.、Roach, A. T.(2002)。The impact of providing testing accommodations to students with disabilities。The American Educational Research Association Annual Convention。New Orleans, LA。  new window
研究報告
1.Hanna, E. I.(2005)。Inclusive design for maximum accessibility: A practical approach to universal design。  new window
2.鍾素香(2002)。彈性調整考試評量方式是否落實於學習障礙學生 (計畫編號：NSC90-2413-H-110-003)。  延伸查詢new window
學位論文
1.羅啟宏(1992)。臺灣省均衡地方發展之研究(博士論文)。中國文化大學，臺北市。new window  延伸查詢new window
2.李佳玲(2010)。學校段考試題之全方位設計評估：以國小自然與生活科技為例(碩士論文)。國立嘉義大學。  延伸查詢new window
3.張惠娟(2009)。全方位設計評量試題編製檢核表建構之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
4.龍麗華(2012)。國小普通班教師學習全方位設計評量試題編製之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.柯華葳(1999)。閱讀理解困難篩選測驗。臺北：行政院國家科學委員會特殊教育工作小組。  延伸查詢new window
2.教育部(2009)。國民中小學九年一貫課程綱要：數學學習領域。臺北：教育部。  延伸查詢new window
3.余民寧(2005)。教育測驗與評量--成就測驗與教學評量。臺北：心理出版社。  延伸查詢new window
4.Kaplan, Robert M.、Saccuzzo, Dennis P.(1997)。Psychological testing: Principles, applications, and issues。Pacific Grove, CA：Brooks/Cole。  new window
5.余民寧(2008)。教育測驗與評量：成就測驗與教學評量。臺北市：心理。  延伸查詢new window
6.Rose, D. H.、Meyer, A.(2002)。Teaching every student in the digital age: Universal design for learning。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
7.Wainer, H.、Braun, H. L.(1988)。Test validity。Hillsdale, NJ：Lawrence Erlbaum associates。  new window
8.Beddow, P. A.、Kettler, R. J.、Elliott, S. N.(2007)。Item accessibility and modification guide。Nashville, TN：Vanderbilt University。  new window
9.Center for Applied Special Technology(2010)。Perspectives on large-scale assessment, universal design, and universal design for learning。Boston, MA：Center for Applied Special Technology。  new window
10.Council of chief state school officers(2003)。Quality control checklist for item development and test form construction。Washington, DC：Council of chief state school officers。  new window
11.Council of chief state school officers(2003)。Quality control checklist for procession, scoring, and reporting。Washington, DC：Council of chief state school officers。  new window
12.Johnstone, C. J.(2003)。Improving validity of large-scale tests: Universal design and student performance。Minneapolis, MN：University of Minnesota。  new window
13.Johnstone, C. J.、Altman, J.、Thurlow, M. L.(2006)。A state guide to the development of universally designed assessments。Minneapolis：University of Minnesota, National Center on Educational Outcomes。  new window
14.Kosciolek, S.、Ysseldyke, J. E.(2000)。Effects of a reading accommodation on the validity of a reading test。Minneapolis, MN：University of Minnesota, National Center on Educational Outcomes。  new window
15.Lerner, J. W.、Johns, B.(2009)。Learning disabilities and related mild disabilities。Boston, MA：Houghton Mifflin Harcourt。  new window
16.National Center on Educational Outcomes(2010)。Universally designed assessments。Minneapolis, MN：National Center on Educational Outcomes。  new window
17.Thompson, S. J.、Johnstone, C. J.、Anderson, M. E.、Miller, N. A.(2005)。Considerations for the development and review of universally designed assessments。Minneapolis, MN：University of Minnesota, National Center on Educational Outcomes。  new window
18.Thompson, S. J.、Johnstone, C. J.、Thurlow, M. L.(2002)。Universal design applied to large scale assessments。Minneapolis, MN：University of Minnesota, National Center on Educational Outcomes。  new window
19.Thompson, S.、Thurlow, M.(2002)。Universal design assessments: Better tests for everyone!。Minneapolis, MN：University of Minnesota, National Center on Educational Outcomes。  new window
20.Wolf, M. K.、Griffin, N.、Kao, J. C.、Chang, S. M.、Rivera, N. M.(2009)。Connecting policy to practice: Accommodations in states' largescale math assessments for English language learners。Los Angeles, CA：University of California, National Center for Research on Evaluation, Standards, and Student Testing。  new window
其他
1.涂釋仁(20060124)。國文教育::>_<::，考試目標是什麼。  延伸查詢new window
2.Eagleton, M. B.(2008)。Universal design for learning，http://www.ebscohost.com/uploads/thisTopic-dbTopic-1073.pdf。  new window
3.Nichols, P.，Harms, M.，Walsh, C.(2006)。Universal design，http://www.pemsolutions.com/downloads/BULLET1_0606.pdf。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：750（臺灣：743，外國：7） ／ 本年度總使用人次：1366978 ／ 訪客人次（自102年09月）：67159662
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上