中文閱讀能力適性診斷評量編製研究

Development and Validation of a Diagnostic Assessment of Chinese Competence System

本研究建置了一套可同時評測整體閱讀理解能力，並診斷出字詞辨識、表層文意理解、文意統整、推論理解、分析評鑑之閱讀細項技能程度的中文閱讀能力適性診斷評量系統。此系統的適用對象為二至十二年級學生，為相關領域第一套可橫跨多個學習階段的中文閱讀測驗。本測驗透過現代測驗理論技術估算試題難度與學生能力參數，另藉由題庫建置、常模建置等作法，利用電腦化適性測驗的型式施測，可快速且精確地定位學生的閱讀能力程度，並長期追蹤能力變化情形。分析結果指出本測驗具備良好的重測信度、效標關聯效度、條件化信度、與IRT效度，顯示本測驗具有優秀的品質，可有效且穩定地評量學生的中文閱讀能力。

"Reading comprehension is essential for learning in all subjects and for lifelong learning; it is also a crucial ability allowing people to communicate and interact with one another. Therefore, large-scale international assessments such as the Progress in International Reading Literacy Study and Program for International Student Assessment incorporate reading as an indicator of learning outcomes. This study also recognizes the essential nature of reading comprehension. However, existing reading comprehension tests have several limitations. For example, the target populations of most tests comprise students in specific grades (e.g., elementary school students) or groups (e.g., students with special needs), and the assessments involve paper-and-pencil tests with fixed items that requires a lot of resources on test implementation and scoring. Currently, no Chinese reading comprehension assessment suitable for long-term implementation in general classrooms exists. Accordingly, the purpose of this study was to develop an assessment system, namely the Diagnostic Assessment of Chinese Competence (DACC), for comprehensively evaluating students’reading abilities in the form of a computerized adaptive test. The reliability and validity of this system were also verified."