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國小學童在閱讀理解實作評量上的表現分析

宋文菊; Sung, Wen-Chu 黃秀霜; Hsiu-shuang Huang; 國民教育研究所 1999

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  • Title:
    國小學童在閱讀理解實作評量上的表現分析
  • Author: 宋文菊; Sung, Wen-Chu
  • 黃秀霜; Hsiu-shuang Huang; 國民教育研究所
  • Subjects: 閱讀理解; 實作評量; 國小學童; Reading comprehension; Performanmce assessment; Elementary school students
  • Description: 本研究旨在以「理解文章表面所傳遞的訊息，並推論其隱含意義」的構念作為評量主題，發展一份閱讀理解實作評量工具。首先探討實作評量工具之心理計量特徵，再進一步瞭解不同國語成就學童的閱讀理解表現，最後針對學生答題反應品質深入探究其思考歷程中的錯誤因素。 研究中以高雄縣、台南市及台南縣國民小學高年級學童共計119人為研究對象。使用之研究工具包括「標準化國語文成就測驗」、自編之「閱讀理解實作評量」及「事後閱讀理解晤談表」，並以GENOVA、 SPSS套裝軟體進行統計資料分析。主要研究結果如下所示： 一、本實作評量對閱讀理解能力的評量係為一適切的工具 （一）就效度而言： 1. 內容效度：實作評量內容經邏輯分析及資深國小教師審查，顯示閱讀材料的主題及難度符合高年級程度，試題設計亦符合評量構念。 2. 真實性效度：經邏輯分析與晤談程序的探究，結果顯示本評量形式的設計應可真實呈現出學生一定程度的閱讀理解能力，以及閱讀教學歷程之情境。 3. 外在效度：與在校國語科、數學科學業成績之相關中數分別達.70, .64，具有良好的區辨效度。與標準化國語成就測驗之閱讀理解分測驗相關達.56~.57，呈現中度相關。 （二）就信度而言： 以評分者與作業項目兩面向交叉設計進行類推性研究，結果顯示兩位評分者針對二個作業項目進行評分，學生表現排序的一致性達.75。此外，評分者一致性亦相當高。 二、實作評量可區辨不同國語成就學童之閱讀理解類型 （一）不同國語成就學童在字義理解、統整、摘要、精緻化四個評分面向上的表現，皆呈現顯著差異（p<.01）。經事後比較結果，高國語成就學童表現顯著優於中、低國語成就學童。中國語成就學童表現顯著優於低國語成就學童。 （二）不同國語成就學童之閱讀理解類型分配： 1.低國語成就學童，低字義/低推論理解類型學童居多，約佔全體低國語成就學童之76%，且無高字義/高推論理解類型學生。 2.中國語成就學童以低字義/低推論理解類型學童居多，約佔全體中國語成就學童之31%。 3.高國語成就學童，以高字義/高推論理解類型學童居多，約佔全體高國語成就學童之72%。 三、實作評量能測量到學生的閱讀理解思考歷程 1.就字義理解而言：因認字問題或未瞭解上下文間的解釋說明，故無法完整理解字詞本身的意義。 2.就統整而言：因未能掌握文章中訊息的一致性，故容易對句子間意義的統整產生錯誤詮釋。 3.就摘要而言：因不熟悉摘取文章重點的技巧，故無法對文章作較有效的理解。 4.就精緻化而言：若舊知識、經驗與文章訊息有不同詮釋方式，則會影響對文章內容的解釋及組織。 透過本研究結果，期使能更瞭解影響學生理解困難的因素，豐富國小學童閱讀理解能力的評量訊息，並提供實際教學上的參考。
    The purpose of this research was to develop a performance assessment to measure student''''s ability on reading comprehension. In advance the research intended to analyze the subtypes of reading comprehension for different groups of Chinese achievement levels, and to explore the quality representation of student''''s structured response. The subjects in this study were 119 fifth and sixth graders in Kaohsiung county, Tainan county, Tainan city. All subjects were administrated by a standardized Chinese achievement test and the reading performance assessment. After assessment, there were 31 subjects in the interview procedure. The main results from this investigation were as follows： 1. The performance assessment of reading comprehension was supported by adequate evidences to the goal of this research. （1）In the content validity, the reading material , domain convergence, and the selection of items were appropriate for fifth and sixth graders. In the authenticity validity, the results suggested that the open-ended questions could reflect the classroom work and represent the real-world work. In the external validity, the correlation between performance assessment and the criteria revealed good evidences of validity. （2）For generalizability study, the generalizability coefficients of the assessment was .75, and this result was satisfied to represent the reliability . 2. The performance assessment could discriminate the subtypes of reading comprehension among Chinese achievement levels. （1）A significant difference was found among literal, integration, summarization, elaboration dimensions of reading comprehension. More over, students performed well in literal than inference comprehension. （2） For the group of low Chinese achievement level, students tended to the subtype of low literal / low inference comprehension, and there was no student in the subtype of high literal / high inference comprehension. For the group of middle Chinese achievement level, there was 31% students in the subtype of low literal / low inference comprehension. Contrarily, most of students in the group of high Chinese achievement level were in the subtype of high literal / high inference comprehension. 3. The performance assessment could measure student''''s thinking process of reading comprehension. Among four dimensions of reading comprehension, students'''' constructed response in the assessment were affected by their prior knowledge and revealed the lack of the ability of complex cognition skills. In summary, the purpose in this research was to illuminate the psychometric results and interpreted the students'''' performances in reading comprehension. Moreover, the study also provided some information for teachers to diagnose the difficulties in reading comprehension.
    碩士
  • Creation Date: 1999
  • Format: 121 bytes
    text/html
  • Language: 中文
  • Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/4725
  • Source: NUTN IR
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