应用试题差异函数方法在运动训练反应量表的不同群组.PDFVIP

TICE 2011 DIF在運動訓練反應量表的應用 應用試題差異函數方法在運動訓練反應量表的不同群組 姚漢禱 、紀世清 國立體育大學 摘要 試題差異函數 (Differential Item Functioning, DIF)是探查不同群組在試題表 現上的差異 ，它涉及群組的特質和認知，影響編製同一測驗的公平性 ，但分成兩 個測驗時 ，又無法建立彼此共同的量尺 。本研究的目的在，編製中學運動教練 不 同群組 國中和高中( )的運動訓練反應量表 (Response of Sports Training Scale, RSTS) ，研究方法採用無 DIF的題目為共同題 ，建立中學生的 RSTS 。結果 ：1 、 Rasch的受試者信度 提高 .01 ，Rasch的試題信度 提高 .02 。2 、國中群組增加 兩道適合題目。3 、試題難度範圍增加 0.45 logit 。結論 ：利用 DIF可以建立 不同群組共同的量表 。 關鍵詞 ：測驗編製 、試題差異函數 、共同題、運動訓練反應量表 。 Application of Differential Item Functioning Approach to RSTS in Distinctive Groups Yau, Han-Dau Chi, Shyh-ching National Taiwan Sport University. Abstract Differential Item Functioning (DIF) is to investigate the difference of performance between different groups, and it involved group ’s characteristic and cognition, which affected fairness of constructing tests; but if we separated one test into two tests by groups, it could not construct the same measurements between tests or groups. The purpose of this study was to construct Response of Sports Training Scale (RSTS) for different groups (junior and senior high school students) in the coach of high school. The method used non-DIF item to be common items to construct the RSTS of students. The results were: (1) Rasch ’s person reliability raised .01 and Rasch ’s item reliability raised .02. (2) For the group of senior high school students, we increased two appropriate items. (3) The range of difficulty of items raised 0.45 logit. The conclusion is that we could use DIF to construct the common measurement scale for different groups. Key words: test construction, differential item functioning, common items, the Response of Sports Training Scale. 1