審美知能測驗研究－以九十二學年度台北縣國民中學美術班聯合招生甄試審美知能科為例

Abstract

本研究乃針對「台北縣九十二學年度國民中學美術班招生甄試審美知能科」試題以及測驗資料，進行一系列測驗統計分析，以及教師和受測學生的意見訪談，目的在於對試題進行分析研究，並蒐集相關意見和反應，以做為將來命題改善之依據。本研究獲致的重要結論如下：

一、命題方式與藝術教育理念：在確定測驗目的、題型選定、試題靈活化方面有良好考量，但效度規劃與試題篩選上則較不符合標準化測驗的編製流程。藝術教育理念主要根基在審美教育的原理上，並以課程標準做為出題基礎。以美感知覺和美術知識做為兩大命題主軸，為了測驗思考認知能力，以及提升文化議題的重要，美術知識命題比例因此較高。

二、試題分析：整體而言為中低難度之測驗，鑑別度尚可。多數題目都符合選項分析標準。試題設計搭配圖案出題，靈活且符合審美教育內涵。本次測驗已完整涵蓋課程標準，具有良好的內容效度，但若能再針對美感知覺的題材與媒材類出題，則內容效度會更佳。內部一致性信度係數並不高。總分分佈情況上，全體考生獲得之分數呈現中間偏高。

三、意見反應：受訪教師多認為美感知覺是適合的出題範疇，美術知識則較不被建議，九位教師不贊成使用複選題，五位教師認為題數太少。雖然本次審美知能測驗困難的題目並不多，但部分困難的題目已對教師和學生的感覺造成極大影響。 最後根據研究發現，研究者對未來審美知能測驗之實務與相關研究提出建議。This research aims to study of the items of the 2003 Taipei County junior high school art class entrance exam. A series of analyses were done on the test items, the testing data ,and the interview data from the teachers and the subject students. The purpose was to analyze those data, gather some relevant opinions and reactions to serve as the basis for future test-item design. Some important conclusions were reached as follows:

I.Item design and the educational concepts of art: We took into account the testing purposes, the choosing of the test types, and the variety of the test items. However, the validity planning and the test-item screening were not consistent with the standardized testing procedures. This paper used the rational of aesthetic education and curriculum standard as bases. The purpose of the paper mainly focused on the aesthetic perception and the art knowledge, The proportion of art knowledge items was higher because of the evaluation of students’ ability in thinking/cognition, and the importance of cultural issues.

II.The analysis of test items: On the whole, the difficulty of the test items were of medium-low and the item discrimination index is medium. Most of the test items were consistent with the standard of item analysis. The test items were co-designed with illustrations. All these were in line with the content of aesthetic education. This test had already included the comprehensive version of curriculum standards. It had good content validity; however, the content validity would have been even better if we could have focus on material and subject matter of aesthetic perception. As for the internal consistency reliability coefficient, it was not high. On the overall score distribution, the scores of scores of all students was slightly higher than the norm.

III.Responses: Most of the interviewed teachers believed that aesthetic perception was the most suitable testing content while art knowledge was not so much recommended. Nine teachers were against using multiple true-false items while five teachers considered the number of testing items too few. Although the difficult testing items of this paper were only few; however, most of the more difficult testing items have made a great impact on both teachers and students’ feelings. Lastly, the researcher made some suggestions to some future testing applications of the appreciation and some relevant research.