• 沒有找到結果。

測驗理論與教育心理學的發展趨勢

N/A
N/A
Protected

Academic year: 2021

Share "測驗理論與教育心理學的發展趨勢"

Copied!
10
0
0

加載中.... (立即查看全文)

全文

(1)il!IJ~J!~ifBWiJ.ll~ J[,'J!,!J!,et9~ $.a~. 5J!'j ,~J~ J~Jli!.~ jf.~ J~. 55. *. a~1tJ&.Jt* iI&*~l~E*. EJI ... ~$~. 5.1llJ~ 1M ~CD. - .. 'iHl:::tJIMmfii ( generalizability theory) "il !lIl:.5tltW~ ( classical ~. true score theory ) tEiJlJJ ~~ 1j. •• 5t.~~r ••5t.woo•• £5tlt~.~J. ,~ .5t. ~ R~.~5t. 'OO.~£ 5t.ft~~.~5t.;OO». £ ~ *,~. ~~ft~ ~,{800. ~~X5t~~~& ,m - &M~. tS ~t ~ - f~ ~ m ~f1l': 1ft. ' 17U tzo : {If illU{'§ 1ft it-itt ~ ~ If3J BJ f,i ~. tt'~W-~ft~1ft~H~a §~.~ft'. *~~~H~~ .~*~.~ft,~5t~M~~~H~~5t~~M~ft ;. ~ .~,&-&~1ftffi~~~~ • • £*~~*-m '® li~~ ~§:*~~$~IPJ~~n!. ' 17IJtzo :. tEH~{IftJ!Ij{§~~. , ~1r~ft. ~c~~~~m -~ft&~ 5t~MM~ • • ,m-&~~~~.

(2) 56. ~:lriE.ll:5E;*~OiW~iM.!fl.)~=ltIl. ~w~~m~ft'~m~.~'~~~.~u-oo~ • • • ~ ~. 4!i- f1 {§ [jt. 0. ~1~:1Jl!Jt~lffi:j:El,i:I ~~ ~ ~l!Jt~$BJntu~~~1JlJt)~1~. , sl!. U.A~ ~ ~ ( ANOVA ) &~M.~~.~~H~~~~. ~~~~*~m~~*'~~ ntU~~~lffiBJ - *~&. 0. •• ~.~-m~~~.~,~. ~1~:1Jl!Jt~lffi~I§~H.~ntU~~~~~j[. $4!i-a~~.~.MM~~~'~®~~~~.~~~~~* ~'u~.n~.@~~~~W&~.o ~ 1~ :1J:E!M ~ ill 1:t 15 ~ ~ ~ ~l!Jt ~lffi ~ j@ -& Ji1j;l!Jt 3<'j: ~~ ~,~, ntU.. ( criterion- referenced test ) BJf~ BtrR'~ ~f'&1,f~~. § ~nll - flQlfF@t-;j-~$ ,. 0~~~~mu~;m,*,. ~~;m~~~flQl~~. ~~~.~~~M~~¥~ ( ~.~ ). ,. ::t.. ;~®~~~ft~§. .'.~~M~~~W;m~.$'~~~~'MU'~~~~ ~.~~~.~~.~M~~ • • ~Wm~'m.~,~w~ m~.~J~~mu .~!f,f. -* ' EI3. ,. mf~/GUG'[5J'-~~ m~Ij~~~. ~mU~FfiJ£~BJ.~~. ( variance ). 5)-.l!Jt~lffi~f~ 1!t-:Z:~f~fl~UE~~~Wi5,mU.. test ) '@JEmu.~~~. §. § BJ ' :tZIJJl:t. &t1~/J '. 0. 15~.. ( norm-referenced. BJ~~~~~~~;fl3tij:llifft. ' mu.. ~.~.~.~*,~1!t::t~~~~'~~'/G~-&~~~. ~~,~mU.~f~1!t. ~~~T. '. 0. m~~. ~1~:1Jl!Jt~/G7t;!E#~~~~BJflQl~IJ~ :lj~fd&1~. § Zrl3'~ ~ ~ff~~fuI~~T '. ~Pln~mu.~. ~~§~A-OO.*m.$~fuI~~*,~~~~ = a~ ~* ~: H ~~~~mW~~./G.fulM§~/G~®/G~? MM§. ~1!t~ ~ ~Ij~~*. ... ? ~Bt.~.~* ' ~7f-;~~;m~mU.BJPJ. ~1§1'i:®:~~ §~~~JfeW. 0. ~1~:1Jl!Jt~~ t)jEJ~Ji1j;l!Jt~~ = *.

(3) ~~~~N• • ~~*~~~a~. ~. M.,*~u~~.~~m.~~~~.~~.~~~~~M. M ( Shavelson & ::: . .. ~m&RlW~. Webb, 1991). ( item. 0. response theory, IRT ). il ~~5tttt~gWBtE~{i5~ § .ttt~ (. IR ' 1H1tJ~U~1t). ~P!Plt?J-~ §ff&~-fE:. '~£~~~S9~j~;. iYutm ' 't:tJtJ*r:p. m~~~~~5t$*~~~~~.~'~*~*r:p~~~~~ ~. ,. JtIJ~m!~~?§:£. '. tzlJ*~*r:p{~~~~~~. ,. JtIJ~~~~. ~.;~~-*,~§.ttt~~*®~'.~T~_R~~~. 6~ ~~aOO~J '~~T~_~~.tto ~~,~~~5tttt~~tE~~A~%.~'~~.~-.. Jd!lJ;g: IPJ -*Jl~ID! ' tzlJ* @]~~ [PJ S9~~ , JtIJ ~5tttt~$lt ~ ;t~,~~~~~.~~*~_[PJ-m%.'R~Bm~. ~~ .ttt.UmMo~~-*,~~~~.ttt~~§~~®. J!' '. ~-2;-T ~ ~~~S9%.~~[PJ_R®~. ru~ -m%.J. IRT. ,. P!P{~;i§J1:~_R~. '~&~~T~.~~.tto. :ijij( S9%~6~tEJn't:§~3'l~IiJ:::.~=j( ~. ' 't: tJmt. *m~m~~[PJ%.*$~~~~tE[PJ-m~§J:::.~ - .&~ ~.,'t:~~~~:m~~.r:p~~§~~~.[PJ-m%.. (. ~P!PFJT§~~ ~ ~rPJ~11~H~~. J ). tzlJ*~-{If!IM~~lL. 0. '. ~mu. :E: M*1ii'jf;@Jjf:l IRT r:p ~~ - {If!I;f~~ , JtIJ tJ~t~~FJT{i5§tS9 ~§ .ttt~~~*5tre~~.,m~~~~~~.ttt&~~~. § JpZ. ~~~~ , ~-{If!IM*:3~~~fIJJn~~~;@Jj'imu.~~~~. IRT S9J'J-{If!I%~6~:. 't:U. .~ ;fIJX:;~fti:~~~mu.~~r:p. IRT. r:p ,. ~ §1\)~,. 1'19. §1\ ,~, ~ mu _ ~ & ~ ,gu ttt. ;. J. ~ {;3" [jf ~. 0. (information) ~. J. M~;fIJX:;~. [PJ ~ ~ §. ~~~. 0. tE. 1'19 §1\.

(4) 58. 1~\II3Lia)i:l*~ (W~i.t~R) ~=lIl. ~'~~~oo.~~~~m~ ( ~~~~OO.$'~~~OO. ~~~B9lli~ ). 'is IRT. B9:i&*~~~. : ~P{]e: .~@l~1i'l'J-11J1!J. M§ ( ~~ - mM§ ) '~~~fi**~~~*~~~~Ii'l'J~ m~;m~-M.~$.~M§ft~ftffl*~~$.~~~~. *~~£~,m~~ftffl*~~~~~*~~£.'~~~~. ffl*~~~~~*~~£A'~A~~~**~~~'~~~ **~~M'~-MM§~m = .A* •• ~~m.,&~~ m~'~~~~ffWmAo~~. •• ~~RA-MOO.~H­. Mlli~*.'~W~mM*.~fflM~~~~*'.~~-m ~~!5. ( Hambleton & Swaminathan, 1985 ). z:, ,. ~~/L\~~(1). - ,. ~~~l&rAJ. ~i!!. =+ ;. t!t *2 B9}lIJ =i:SM '. ~mj:-f±1.. '. Jtfm~~. 0. ~ ~ B9 IL.,<I~ ~ W:=t ~ ~ EI3 fy A. ( 'P2:f5iS'. ). :=t ttl'i}T. B91L.,<I~~W~~E131T~. :=t.Mfta ;fiA:=t.~ArM.~fiA~.~~~.J £L :=t *,L.,<f~IU*~*H!~1iJf~PJft~B9rr A. 1L.,<f1I!.P'JtEH1H¥ ( :tLD~~ ., ~~¥~ ~. ,. 7\~~~lt. I~' ~. ; -wutm. .,. '. ~??, ~D. ). ' 7'G%. ,®. ~H!~1iJf~~~ ~B9. ;. ( gestalt. ~~. ,. fj~~B9~:g­. ) L' ~~i*J.ii:tjij\T. ~~~~ - M~:=t~~~~'~-BM1iJf~~~~tEM.B9. r F,,'M-iWY':R: J ftin '. 1L.,\~~f¥. ;. 7'G%I L.,\~~ i*~ -~~~*~f~. ffjj £L~JT ffl :JJt.t~~~~~fii. fiJI ( Mayer, 1983 ). ' is ~nM'€& T ~??,~DIL.,\ ~~B9:Jt;. 0. ~g~DIL.,\~~ PJ~~~jf.g~ - 1tE.O~f;:;. ,. ~~~nO~. ~'H.~~O~f;:;'~tEAO~~%~~~~~~~'§M.

(5) .~~~M~.~~~~~~a~. -roiE~~~.4:~~. 0. g!'?,~DI L'W~ZiM±l!Eg. B9:g: ~ ~ ~ W ( Gardner,. ,. ±~1E~r7iJ~fl!!!l'PlttB:x. 1987 ; ~ ~ ~ , 1992 ) : (--) H. ( computation ) JJlH~&~fflEr-J'~~~f-4:J3Z tl ~~. ( cybernetics). ~. ; (E3)~T\I~'~. ;. (=)i[f$f£~J!I[~. •. ; (- ). ( information theory ) ;. •• M~o~.m •• ~~D~m = ~*.MM&.~'~. ~. . ~ ]L :W~I~.4:' ~~ff!UflmM~.AJ@t~,~69~~~f¥' w.J9JJ IL,J!I[ ~. ~ ~. EI ~il~~if~w~~~r.U~f-4~~-g-~~. 69. ~!,?, ~o. 'L' J!I[. ~. ±. ~:j:§'. I ~T\. FJftJ '. 0. I~' ~. J!I[ m. ( information-processing model ) ; ~ m~:W~ftf!l~~. ~. J. :m. -,~reA • •ft m• • 'm~~~.~~~~ ( ~~~'M. ~'mM~m'*M~m'.~'~~~ ) W1E ~¥ ~~I~WE I.~~--A~~. •• ffl~;~. J ~ftf!lMj::t~~-!:,7]tl '. 1ZSI~1t!~~. EB f~ ffl ~ ~ p,~ , R:W ~ffl ~ ~D ili 1t ~~ j1\J;ff:14 ~~~;ff:~~zM~~~tl, • • *~m~~~ili'~~m ~:t-tP. ~ ~ ~T\ I~' '. ~'A.~W~~ili~.~~~~~W~;ff:~~~~.zM~. • • m~~w.~]L~,~~. IIN~-~~ J ' I ~§j\~~ J ,~~ I ft£@J~~~I5UT\I~,tJ ~ ~IH=r ~ ~ ~ mJ j1\J ;ff: ~!,?, ~o AA:!t~ J. .~ tl?A.~~.~]L~'. 0. m = ,~reA.~ff-mm~dJ!I[(q$,q. ) *~,. @~1E-mm~~~ ( ~~'~. ) *~,~~m~~±~tl Bftfi~±~*'{Bm~~:W~o~reA.~m~~f¥~~­. m.~~m~~~~f¥:m~.J!I[m~~*~w~m~~.~ ~~~.,~~.~~~.,~~.~~m~,~m~~~~. ~ ,~~~ ~~~w* '~~~~ - m~~~m~~~~;~. Mit. * IN. ~ I5J. Fi§ 1E ~ flj ~ J!I[ ~ ~Fi§:;I:$ !t~q ~ (transduction ).

(6) 60. lII.lLjfjr5.g** (liJf~~afl.)~=ltIl. ­. #-. ~- ~J;B M{-1.li!Y. ~tlJl 0. ~1IV'G J l!.I ' P:J )j'v~. m= '. '21NlfHm-m~. ... W~. . . 3t{lAIij~~~IZSI~~l1:~. *' - ~OO~.~~~ • • ' - ~OO~~IZSIA.~~M~~~. '11f ~ n5:. tE ~t liB9 j:-t!! {ft. 0. m~''2~*m.~$mAA.~~~Rfi'~~HM~ .~;'2~M~~~fim~~~m. =... iltJH~. ... ~~w,~~*~~~ o. ( constructivism) 1&fRJ. ~.~~~Am.~~X~~~~~~.'~~~M.~ ~~~~. J:. '. ,. illJ1it~ijQ. ,. *~~~1JoU~.{~. 1~.1N~~j:-t!!~~ ·~~1Jom:m~*Iji*z. , f'fi-U'. r ~~ J /G~M$j:-t!!~~* E!. .~~rn~'®~mm~tE~.~.~m~~.~o~W~~ ~. • • ~/GR~~~mm ~ ~~~.x.~~~~.,®~~. ~~~~~~.~~--~~~.R~m.AT~. •• ~ffl~. ~~ - .m.~.~~~~~'®/G~HmffW*.J:.~. ~. ( ontological reality ) ( von Glasersfeld, 1989 ) ~~~m~f~~l*. ( hermeneutics. ~m.Ju~t. 1972 ) ~l*~ft~~. ( Kuhn,. )ED,cj~~~Et:J~f.g~. ) Et:Jr]]l~. ,. ,. 0. tlD. * tE 1ff. :EIX;tEf4~~~~. flU/G~tn~_m:EIX;~~ ~!J. 0. m.g~~M~!PJ~fU~~/G5C~®~/G3'EJE. '. tiP~~~~'16'~. ~om • • B~~~~ft~&~.~~H~T - ~.~~.~. ( Confrey, 1990 ) ,~~~jW§t5: CD/G:P}~?2,A~~~ffi'~ - 5lf~s~'L.,tI*~A~x~~1b. ; ®/G:P}~!JA~~~ifE8*Jt. ft~~~ U~£j:-t!!U][~flU"ljEt:J~~1JoU£¥1E:EIX;~f~. ; ®~$~. ~M~.~~.m~~~if~~.~."'~~~~"'~~. HI~ ... :)({~f8~:EIX;~~~~. ; @ ~!JA~~.ti~m:~~~ifB9~.

(7) llIUliH!~~Hli~}I-~Jif/L'!!*£!"9~JlUl~. ~. ,. 1(~jll ~ 1:. .:E t1J j:-m~m :/kD m. 01. 0. :='''fl.IN~rRJ It~f~. ~ ffllffJ. 1't:. ( Piaget ). ~ ~. ~ ~. ~ Af~~J$G-11!1!l. El t1J~fflJB~M:JJX~®'E '. .Sf 1fm R'&' fl9c tl::rm ~. tion ) ~M:;%*Wt~~m~mB~~f¥. ( reflective. ' ~*1fI<'iJ~;f§~IEiii. S9 ' R PJ -r'Mf ft fffi ~ ~ mglfli;Jj~ - $173' ~5t 1:. T I2EI ~ , :K5 : CDfffiFJT:fJi!:1±l ~~fi/L'fJl~:m ( II.~~. @-1I!1!lWC~B~*'L' B~~5tj2. ( domain-specific ). 7t?3t:~/J 'JL,fJlki6 f'H~Ij{~f~A~1~~~ffijfiik:Z%': $. A~~~J ( variation & selection ) ~~~W$~B~. I. .~mB~:!&W~i1Ji!:. ~~~ ~. J. fi. ~. ;§:M:;%'. ;. ,. ~~. @:JJX~. I. ~. 1:iP~fflT~Jl:'J'l:. ( phenocopy ) ~11!1!l~;% , *M. 0. ~ T~~It~~L~B~fiik:~.s ~ ~M'. ~ .l!:!::; I2EI ~ '§. tlDJlx~~l\'li:~f$JR INRP. ) 1JJ~~~1nD!L~B~ - fi/L'fJl~f$J ;. l.!I!~m{N:~Mf'fjJJ:~5}!*11:. abstrac­. A. '. ( Knowing-level. ~N~. ( Bickhard. model ). tJ. ) B~g!.?,. 1i t1J. ~lfIi. ( interactivism, ~~ interactionism ) ~~~ ; 1if:bglili~ A~·J$G. -M§ • • I<'iJ~~t1J~~'~*~~~.~W~1it1J~M:JJX~ ~ ( Bickhard, 1980; Campbell & Bickhard, 1986 ) ; g!Zm~M'. ~.~~H.~~~~m~. 1:.~ ~fi~~~~m~m~~m i ~~WC~N~fJl tl:~~f¥'~1n • • '*~R~~ -T1i t1J. ~~ ~.: CD~.~ ~ - mM~~~WC~fit1J~.:Et1J~ml±l* ~; @m-~~. ~~~~ ( ~~;§:-~~.~'~®'ER~.. ~,~~~.*~ ). ;@~~.~~~~~~f¥'fJl.L~.. ~~~~.PJU~j2I±l*'{B~L - fi~~~~~'MU~WC fm ~ ~ ~r-pIL'1n~i%'J-fi~!.?,~D. ;. @)FJT~1i t1J~~f¥~~PJ tJ~$;.

(8) ~rria~** <~~~~R.)~=-lIl. 62. :;!E - {[9J I. f~ ~--,~ ~. Structure ). J. B~ ~ ~. ;. ®~. *u *ti $ ( Control. ¥MiiHfcrr ~t¥J~*U:;!E-fjj~;@@]ml!i@?JT%fT<:i3'J~~. .~~~'~~'*~~-OO~~*~,tt&~~~~M~~ ~,&&~~~~**§t¥J'~&~~~~.~~5;®A. ~J:!F:I1:ti~L~?5~~~~~t¥Jm~1§. rm~$~tJt~U. ,. ( ~m ) JJJUtlJ. 0. ~'iii±"l&rRJ ~Jt~~mn~Zrf3jr9..~m±~IitJJ. '. &r9..~%fT<:ttfIlJX1t~~. ~'ffi~'~ • • ~.~t¥Jrn~.~.~~.~~A~~i3'J~ ~tt;~~-~@,~~~t¥J~~~~~~~ • • U'~~~. AA~~~@A~.~~t¥J~~'~~At¥J~~~~:;!E~I~~ ~ IL..,. J. ~. I m± ~ 1t J. ~~. , fI1:: - {[9J I. ~~. J. ( unfolding ) EJ';]. ~~,~a.u.~~~m±.tt~fT<:Atl~-$ffi'rm~m±.. '11: ~ fT<:1~ 7C ~ ,~ t¥J Rt ¥JJ. 0. i*ff~>L..,~.%(*t1JJ:lAAti'5. ( Vygotsky,. 1988 ) B~~~~~mif~. wet ~ 5fi! X 1tIi {jz t¥J 5t tJT ' ftE ~M ~~ ~ ~ ~ t.t ~ ff~ {J} ~ ~ 52 ~;tEl .IX ' ~l¥. ftE~?2,~~~~~~~:;lE - {!QI. '. :;lE{[9JR~m±~~gg § ". ~~{~*t¥J. 0. ~. J. ,. x1t " JJVk1i~P91tB~~~ ,. ffff~. ,. m±~1:t:;lEA'I:tB~-ff~{f}. -JMt:IL..'J£.%(~?2,~. ,. *!E1JJ:lAAti'5B~.~~lfffWiJljtif~ t)~. ~52~~~~~~JE. 11:[:; j}. (internalization ) B~. ~~. ~1;e ~ ~*,L..,rm~t¥J~~. ,. I P91t J. ,. ~. 0. *!E 1JJ:l AA ti'5 ~ I [Uf ~ J. ( Zone of proximity ) ~~lfff. ( scafolding ) ~. '. I. ~~~9l$~~;tEl ~~. ~ jJi .~. ,. ~~M. ~ • • @t¥JM~AA*;§M'~.~W~AAmrrlm±~9l.J. ( social construction ) t¥Jfi~t5 ~f.EfJj£¥JJ. '. '. ~~!i~11J~t.~~~~fftft~m±.. ~~I§~Wt~~JJj*t1JJ:lAAti'5t¥Ji3.. 0.

(9) ~~~~w. •• ~~*~g~~~. ~. Jlf.ttt OO*.A*~~~~.-~.~~. ~~.~.W. .. .z. :g~ 171-. II< J '. liJi § I § ,. tJ. ~ § ~. ®*. tJjj ~ 1f:f1. § T~U -=:. J~Ht J?, (1) 1t ;t ~ ji:. 0. ~ 82 ). r ~)\'i15 ~ '" 5t- J. (Z)fI;t ~ J}. (. W. 0. 0. (. EJ '. fJ';Jt. 0. 1t. 0. :. ~~, jp ~. 71& ;(E ~ '" 5t- .l. El"J ~. ' fJ';Jt rt1 ~ $ifi 1iJf 1§l r:p i~'. ~ 81 ). ~.1iJf J[: ~. 0. r 7~UidJt ~t :f1.~ El"J ,p}f J[: •. A. Jf ' 12 fJ 14-16. 1993. ••• ~#. )f]. 0. ~5c. 0. i~':f1.*#!-~.z.~~&Jt:f.t~.~. fJ fll '27, 42-52. ®*xtrt It f~ -f ifj:;k *~£~.. 0. 0. e~~l3 Bickhard, M. H. ( 1980 ) . Congition, convention, and com­ munication, New York: Praeger. Campbell, R. L. & Bickhard, M. H. ( 1986 ) . Knowing levels and developmental stages. Basel: Karger. Confrey, ]. ( 1990 ) . A review of the research on student conceptions in mathematics, science, and prog­ ramming. Review of Reseach in Education, 16, 3­ 47. Gardner, H. ( 1987 ) . The mind's new science. New York: Basic Books. von Glasersfeld, E. ( 1989 ) . Constructivism in education. In. T.. Husen. &. T.. N.. Postlethwaite. ( Eds. ) ,.

(10) 64. ~.3Li&5~*~Ojf~~aR) ~=lm. International. encyclopedia. of. education:. Sup:. plementar Y Vol. 1. Research and studies (pp. 162-163 ) . Oxford, England: Pergamon. Hambleton, R. K. &. Swaminathan, H. ( 1985) . Item reo. sponse theory: principles and applications. Bo s . ton: Kluwer/Nijhoff Publishing. Kuhn, T. S. ( 1972 ) . The structure of scientific revolutions. Chicago: The University of Chicago Press. Mayer, R. E. ( 1983 ) . Thinking, problem solving, cognition. New York: Freeman. Mayer, R. E. ( 1987 ) . Educational psychology: Cognitive approach. Shavelson, R. J. & Webb, N. M. ( 1991 ) . Generalizability theory: A Primer, Newbury Park, CA: Sage Pub· lication. Vygotsky, L. ( 1988 ) . Thought and language. Cambridge, M. A. : MIT Press..

(11)

參考文獻

相關文件

配合教育革新趨勢 發揮教育統整功能 因應開放教育理念 促進教學效能提升 符應教育學習理論

6 《中論·觀因緣品》,《佛藏要籍選刊》第 9 冊,上海古籍出版社 1994 年版,第 1

In Pre-Qin and Han era, the theories of heaven mind and Tao mind had a different level from human mind: an individual can conduct the human mind by means of self-cultivation and

 Promote project learning, mathematical modeling, and problem-based learning to strengthen the ability to integrate and apply knowledge and skills, and make. calculated

After enrolment survey till end of the school year, EDB will issue the “List of Student Identity Data on EDB Record and New STRNs Generated” to the school in case the

This research was based on a 12-year compulsory education syllabus in the field of mathematics, and it integrated mathematical culture to develop game-based lesson plans to

Hope theory: A member of the positive psychology family. Lopez (Eds.), Handbook of positive

Then, it is easy to see that there are 9 problems for which the iterative numbers of the algorithm using ψ α,θ,p in the case of θ = 1 and p = 3 are less than the one of the