国民小学教师体育科在职进修需求之评价.DOCVIP

運用定錨點技術診斷學生學習表現 謝進昌 國立政治大學教育學系博士班研究生 黃秋華 國立政治大學教育學系碩士班研究生 摘要 過去在探討精熟標準設定相關的研究中，多半以發展精熟標準設定方法為主，鮮少關注於如何診斷未精熟者的學習表現，以便補救教學的實行，協助其達到精熟的水平。有藉於此，本研究目的主要在發展一套診斷學生學習表現的技術，將之稱為定錨點技術，其概念乃源自於量尺定錨(scale anchoring)，此方法於過去研究中，多半運用於評量後，以描述受試者或學生具備的能力為主，而在本研究中乃將其加以延伸，作為學習診斷的工具，企圖以探索的角度，從實務、理論面向尋求其可行性。 在本研究中，援用謝進昌、余民寧(2005)運用最大測驗訊息量法於91年國中基本學力測驗自然科求得之精熟標準，以區分精熟/未精熟者為基礎下，擷取量尺定錨能力描述的概念，透過理論的推導與個案的範例解說於診斷未精熟者的學習狀況，以期有助於未來實務工作者運用。 關鍵字：定錨點技術，最大測驗訊息量法，精熟標準設定，學習診斷 The Use of Anchor Point Approach to Diagnose Students’ Learning Performance Hsieh, Jin-Chang Department of Education National Chengchi University Huang, Chou-Hua Department of Education National Chengchi University ABSTRACT The standard-setting related researches in the past were mostly focused on the development of standard-setting methods. There were few studies concerning how to diagnose non-mastery students’ learning performance following implementation of remedial teaching to help them attain mastery level. Therefore, the purpose of this study was to develop a technique, which was called anchor point approach to diagnose students’ learning performance. The concept of this approach was mainly derived from scale anchoring, which mostly was used to describe students’ ability or knowledge after testing. In this study, we were trying to extend its concept to seek its possibility to be a learning diagnosis tools from practical and theoretical framework. In this study, we adopted Hsieh, Yu(2005) mastery standard deriving from maximum test information approach applying in science of 2002 Basic Competence Test for junior high school students to differentiate mastery/non-mastery. And then, we used theoretical inference of scale anchoring and case example description of diagnosis of non-mastery learning condition to prove its usability. At last, some suggestions were proposed for future usage. Key words: anchor point approach, learning diagnosis, maximum test information approach, standard setting 壹、緒論 教育是百年大計，在教與學面向，重視的不僅是老師教學品質的優