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題名：三種課程本位數學評量模式的效度研究
書刊名：特殊教育學報
作者：葉靖雲 引用關係
作者(外文)：Yeh, Ching-yun
出版日期：1996
卷期：11
頁次：頁35-77
主題關鍵詞：課程本位評量；數學；小學；效度；Curriculum-based Assessment；Math；Elementary；Validity
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(5) 博士論文(0) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:9
  • 點閱點閱:35
　　　　　本研究旨在建立與比較流暢性、正確性與標照三種課程本位評量模式預測數學成就的效標關聯效度。研究對象為臺中市、臺中縣、彰化縣、南投縣等中部地區八所公立國小學三、四年級普通班的學生703人。課程本位數學評量測驗均由研究者依各模式的特性自行編製，經預試及專家審查兩個步驟發展為正式的題本。作為數學成就效標的評量工具有國民小學數學能力發展測驗、數學障礙部份的學習行為特徵檢核表，以侑八十三學年度上、下學期的數約料學期成績，前三者為同時效度的效標，八十三學年下學期成績則是預測效度的效標。所有的測驗皆以團體施測的方式進行。 信、效度分析的結果顯示以正確性模式之「計算和文字題合併答對的百分比」和標準參照模式的計分方式最佳，加入實用性的考量整後，前兩種模式之間以正確性模式的「計算和文字題合併答對的百分比」較容易在一般學校的班級中推行。本研究的結果可作為選取形成性數學評量工具之根據，俾益於數學學習障礙及低成就兒童之教學與學習。
　　　　　Curriculum-based assessment (CBA) refers to the set of systematically administered formative assessment procedures which were established on the basis of research findings. the main purpose of this study was to establish and compare the criterion-related validity of three types of CBA models, including Fluency model, accuracy model as well as Criterion-Referenced model. The criterion measures of math achievement consist of standardized math test, teachers' ratings, and course grades in math. The subjects were selected from eight public elementary schools which are located in Taichung City, Taichung County, Nantou and Changhwa (all of them are in central part of Taiwan). There were totally 703 third and fourth grade students taken the CBA math tests as well as the criterion measures of math achievement. All of the CBA math test and criterion measures administered in large groups. The established reliability and validity data indicated that "Percentage of calculation and word problems answered correctly" in Accuracy model and the scores in Criterion-Referenced CBA model were , among all types of CBA math test scores, the better indicators of math acievement under a foumative evaluation system. Considered the cost of time and money to prepare, conduct, and grade the formative evaluation measures, "Percentage of calculation and word problems answered correctly" in Accuracy model turned out to be the best choice among scores in three types of CBA models.
期刊論文
1.蔣治邦(19930900)。中年級學童解決加減文字題能力之探討：多餘資訊與兩步驟問題。科學教育學刊，1(2)，189-212。new window  延伸查詢new window
2.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Stecker, P. M.(1991)。Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations。American Educational Research Journal，28(3)，617-641。  new window
3.Jones, E. D.、Krouse, J. P.(1988)。The effectiveness of data-based instruction by student teachers in classrooms for pupils with mild handicaps。Teacher Education and Special Education，11(1)，9-19。  new window
4.Johnston, P. H.、Winograd, P. N.(1985)。Passive failure in reading。Journal of Reading Behavior，17，279-301。  new window
5.Hammill, D. D.(1990)。On defining learning disabilities: An emerging consensus。Journal of Learning Disabilities，23(2)，74-84。  new window
6.Deno, S. L.、Fuchs, L. S.(1987)。Developing curriculum-based measurement systems for data-based special education problem sloving。Focus on Exceptional Children，19(8)，1-16。  new window
7.Slavin, R. E.、Madden, N. A.(1989)。What works for students at risk: A research synthesis。Educational Leadership，46(5)，4-13。  new window
8.黃政傑(1992)。精熟學習。駝鈴集，4，86-106。  延伸查詢new window
9.Fuchs, L.、Fuchs, D.、Hamlett, C. L.(1989)。Effects of alternative goal structures within curriculum-based measurement。Exceptional Children，55(5)，429-438。  new window
10.Fuchs, L.、Fuchs, D.、Hamlett, C. L.、Stecker, P. M.(1990)。The role of skills analysis in curriculum-based measurement in math。School Psychology Review，19(1)，6-22。  new window
11.Tucker, J.(198511)。Curriculum-based assessment: An introduction。Exceptional Children，52(3)，199-204。  new window
12.Cawley, J. F.、Miller, J. H.(1989)。Cross-Sectional Comparisons of the Mathematical Performance of Children with Learning Disabilities: Are We on the Right Track Toward Comprehensive Programming?。Journal of Learning Disabilities，22(4)，250-254+259。  new window
13.Deno, S. L.(1985)。Curriculum-based measurement: The emerging alternatives。Exceptional Children，52(3)，219-232。  new window
14.Fuchs, L. S.、Fuchs, D.(1986)。Effects of systematic formative evaluation: A meta-analysis。Exceptional Children，53(3)，199-208。  new window
15.Tucker, J.(1987)。Curriculum-based assessment is no fad。The Collaborative Educator，1(4)，4-10。  new window
會議論文
1.Wiederholt, J. L.(1992)。Best practices in the U. S. A. in special education。The International Symposium on Assessment of Exceptional Children。Changhwa, Taiwan。  new window
學位論文
1.陳麗玲(1993)。國小數學學習障礙學生計算錯誤類型分析之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.謝毅興(1991)。國小兒童解數學應用問題的策略(碩士論文)。國立臺灣大學。  延伸查詢new window
3.林秀柔(1989)。國小數學學習障礙兒童鑑定方式之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Shinn, M. R.(1989)。Curriculum-based Measurement: Assessing Special Children。New York, NY：Guilford。  new window
2.葉靖雲(1993)。課程本位測量與特殊教育的問題解決。  延伸查詢new window
3.教育部(1992)。語言障礙、身體病弱、性格異常、行為異常、學習障礙暨多重障礙學生鑑定標準及就學輔導原則要點。臺北：教育部。  延伸查詢new window
4.Carnine, D.、Silbert, J.、Kameenui, E. J.(1990)。Direct instruction reading。Columbus, OH：Merrill。  new window
5.Mercer, C. D.(1992)。Students with learning disabilities。New York：Merrill/Macmillan。  new window
6.Quandt, I.、Selznick, R.(1984)。Self-concept and reading。Newark, DE：International Reading Association。  new window
7.Howell, K. W.、Morehead, M. K.(1987)。Curriculum-based evaluation for special and remedial education。Columbus, OH：Merrill Publishing Company。  new window
8.國立編譯館(1992)。國民小學數學教學指引。臺北：國立編譯館。  延伸查詢new window
9.黃瑞珍(1993)。資源教室的經營與管理。臺北：心理。  延伸查詢new window
10.周台傑、范金玉(1995)。國民小學數學能力發展測驗指導手冊。彰化：精華印刷企業社。  延伸查詢new window
11.國立編譯館(1994)。國民小學數學教學指引。臺北：國立編譯館。  延伸查詢new window
12.教育部特殊教育普查工作執行小組(1991)。第二次全國特殊兒童普查工作初查工作手冊。臺北：教育部。  延伸查詢new window
13.Gickling, E.、Havertape, J.(1981)。Curriculum-based assessment (CBA)。Minneapolis：University of Minnesota Institute for Research on Learning Disabilities。  new window
14.Mercer, C. D.、Mercer, A. R.(1993)。Teaching students with learning problems。New York：Merrill/Macmillan。  new window
15.Reid, D. K.、Hresko, W. P.、Swanson, H. L.(1991)。A cognitive approach to learning disabilities。Austin, TX：PROVED。  new window
16.Salvia, J.、Hughes, C.(1990)。Curriculum-based assessment: Taching what is taught。New York：Macmillan。  new window
17.Tindal, G. A.、Marston, D. B.(1990)。Classroom-based assessment: Evaluating instructional outcomes。New York：Merill/Macmillan。  new window
18.Tucker, J.(1981)。Non test-based assessment。Minneapolis, MN：The National School Psychology Inservice Training Network, University of Minnesota。  new window
19.Warner, M. M.、Alley, G. R.、Schumaker, J. B.、Deshler, D. D.、Clark, F. L.(1980)。An epidemiological study of learning disable adolescents in secondary schools: Achievement and ability socioeconomic status and school experiences。Lawrence：University of Kansas Institute for Research in Learning Disabilities。  new window
20.Perfetti, C. A.(1985)。Reading ability。Oxford University Press。  new window
21.黃國彥、鍾思嘉、傅粹馨(1977)。羅桑二氏非語文智力測驗指導手冊。臺北市：正昇教育科學社。  延伸查詢new window
22.吳武典、林寶貴(1992)。特殊兒童綜合輔導手冊：第二次全國特殊兒童普查結果之應用。臺北：國立臺灣師範大學特殊教育研究所。  延伸查詢new window
圖書論文
1.Marston, D. B.(1989)。A curriculum-based measurement approach to assessing academic performance: What it is and why do it。Curriculum-based measurement: Assessing special children。New York：Guilford。  new window
2.Wigfield, A.、Asher, S. R.(1984)。Social and Motivational Influences on Reading。Handbook of Reading Research。New York：Longman。  new window
3.Rosenshine, C.、Stevens, R.(1986)。Teaching functions。Handbook of reasearch on teaching。New York：Macmillan。  new window
 
 
 
 
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