實作評量在國中學術性向優異班招生鑑定之效度研究~以臺灣北區為例
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2005
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本研究旨在探討國中學術性向優異班招生鑑定之效度。研究對象為臺灣北區設置資優班之四所國中，含國文資優班一所、英文資優班一所、數理資優班二所。學生為四所學校裡，入學於九十學年度，畢業於九十三學年度的錄取及未錄取學生，共計176人。本研究亦以訪談及座談會方式調查教師和學生對於實作評量效度的看法，取之與客觀化的數據資料做比較。訪談樣本選取參與實作評量的教師及學生共10人，座談會人數46人。
量化資料處理取學生參加資賦優異招生鑑定時的成績，與其入學後三年學業成就表現、國中基本學力測驗專長科目加以分析，質化資料首先對實作評量的題本進行內容分析，再將訪談和座談會紀錄以QSR文字分析軟體編碼後進行分析討論，研究結果如下：
一、實作評量題本內容和國民中小學九年一貫課程之指標相符，學習階段含括的範圍從國小4、5、6年級到國中7、8、9年級。
二、各組實作評量與入學後學業成就表現的相關情形差異頗大，但國文組和英文組的相關較高，數理組的相關偏低。
三、錄取組和未錄取學生在入學後成就表現的差異分析顯示：英文組達顯著水準 (t=6.159，p<.05)，數理組未達顯著水準。
四、實作評量和其它鑑定工具之相關：
1、國文組實作評量和團體智力測驗相關為.393 (p<.05)，和國語文性向測驗之相關為.561(p<.05)，均達顯著水準。
2、英文組實作評量和國語文性向測驗、團體智力語文分測驗之相關都未達顯著水準。
3、數理組實作評量和其它鑑定工具之相關：
(1)臺北縣丙國中：和數學性向測驗相關為.419 (p<.01)，和自然性向測驗相關為.258(p<.05)達顯著水準，但和國語文性向測驗、數學及自然科自編成就測驗相關未達顯著水準。
(2)新竹市丁國中：和數學性向測驗相關為-.109，和自然性向相關為.274，未達顯著水準。
五、實作評量錄取學生在入學後之特殊表現的訪談結果發現，各組學生在發表能力、競賽檢定、檔案成果上的參與興趣濃厚，也比較有所發揮。
六、受訪教師、學生及參加座談會的教師們，對實作評量的看法和意見主要有下列重點：
1.命題是最大的困難，各校命題均請專家學者指導，師生都反應覺得題目的品質不錯，題型也很有創意，和其它測驗不一樣。但自然科實驗器材的準備耗時費工是很大的負擔，因此很多學校選擇用資料分析的題目類型，避免實驗操作器材準備的困擾。
2.實施程序上，時間、說明、器材提供均適宜，但場地的考量較多，如實驗位置的區隔、語文施測時需安靜的場所等。監考過程也是爭議較多的，如：學生覺得監考老師應多幾位、老師的尺度不同等。
3.受訪學生指出，實作評量的應答方式和以往參加過的測驗有很大的不同，但都持肯定態度，同時覺得語文表達能力會影響到實作評量的成績。
4.各校評分都採集中閱卷的方式，評分標準、爭議性得分大都透過閱卷老師討論後，取得共識再給分。
5.目前各校在鑑定學生時決策的標準不一，因此反應意見差異頗大。但從訪談資料發現，受訪學生及教師都較支持運用初試、複試成績加權計算作為選擇學生的標準。
6.受訪教師表示，學生入學後的表現和以往相較起來，沒有明顯的差異，但在科展、競賽、檢定、發表上的熱誠度較高。
7.學生的訪談結果發現，大多數學生覺得實作評量可以測出他們在學術性向上的能力或天份。
8.實作評量的保密情形比其它測驗要好很多，但坊間仍有業者猜題、補習。受訪學生及老師也表示，有模擬實作或補習經驗者，對實作表現或多或少有影響。惟一沒有保密困擾的是國文組。
Currently, the second examination of gifted students is based on the results of performance assessments. Thus, the main purpose of this study was to analyze the content of these performance assessments, as well as the correlations between the identifying data and the academic records of the students after entering junior high school. The teachers and students were also surveyed on their opinions about the validities of the performance assessments used and the methods to decide who the gifted students were. The sample was 176 students, selected from 4 schools engaged in gifted education in northern Taiwan. The main findings of this research are stated as follows: 1. The content of the performance assessments is accordance with the teaching guidelines of the junior high schools. 2. The verbal performance test scores correlated highly with the academic records were. 3. The math-science performance assessments didn’t correlate well with school achievements. 4. There were significant difference of achievements between the verbal gifted group and non-gifted group.(t=6.159, p<05) 5. There were no significant difference of achievements between the math-science gifted group and non-gifted group. 6. Most teachers and students affirmed the validity of the performance assessments. They also recommended that combining the scores of the aptitude test, the teacher-made achievements test and the performance assessments was a better method for deciding who the gifted students are. 7. The most difficult of the performance assessments is designing tasks. The researchersuggested the schools’ teachers to cooperate with the other users on developing the performance tasks.
Currently, the second examination of gifted students is based on the results of performance assessments. Thus, the main purpose of this study was to analyze the content of these performance assessments, as well as the correlations between the identifying data and the academic records of the students after entering junior high school. The teachers and students were also surveyed on their opinions about the validities of the performance assessments used and the methods to decide who the gifted students were. The sample was 176 students, selected from 4 schools engaged in gifted education in northern Taiwan. The main findings of this research are stated as follows: 1. The content of the performance assessments is accordance with the teaching guidelines of the junior high schools. 2. The verbal performance test scores correlated highly with the academic records were. 3. The math-science performance assessments didn’t correlate well with school achievements. 4. There were significant difference of achievements between the verbal gifted group and non-gifted group.(t=6.159, p<05) 5. There were no significant difference of achievements between the math-science gifted group and non-gifted group. 6. Most teachers and students affirmed the validity of the performance assessments. They also recommended that combining the scores of the aptitude test, the teacher-made achievements test and the performance assessments was a better method for deciding who the gifted students are. 7. The most difficult of the performance assessments is designing tasks. The researchersuggested the schools’ teachers to cooperate with the other users on developing the performance tasks.
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實作評量, 鑑定, 效度, performance assessment, identification, validity