國中基本學力測驗社會科之性別差異和差別試題功能（DIF）分析

Gender Differences and Differential Item Functioning in Social Studies Basic Competence Test for Junior High School Students

本研究分析90 至94 年度國民中學學生基本學力測驗社會科之性別差異和差別試題功能（DIF）。社會科整體表現的性別差異分析結果顯示，就全體受試來說，女生表現略高於男生，低成就組（後10%）也是女生的表現高於男生，效果量比全體受試的更大些，高成就組（前10%）則無顯著的性別差異出現。分項表現的性別差異分析結果顯示，全體受試和低成就組的女生在公民科、概念理解和純文字敘述題的表現高於男生，其餘分項並無顯著的性別差異出現。高成就組女生在公民科的表現高於男生，男生則在地理、概念理解和附圖題的表現高於女生，其餘分項亦無顯著的性別差異出現。在性別DIF 分析上，本研究採Mantel-Haenszel法評估DIF，分析結果顯示，基測社會科DIF 出現率約為8.3%，在探討的試題特徵中以科目對DIF 量數影響最明顯，其中公民科DIF 題（100%）皆有利女生，歷史和地理科DIF 題則有利男生居多，分別為73.2%和80.0%，值得注意的是，有利男生之歷史DIF 題中有45%試題內容是關於戰爭，有利男生的地理DIF 題中超過50%是附圖題。研究者對DIF 試題的內容進行進一步審視，初步並未發現和測驗目標無關的因素，也就是說，雖出現DIF 現象但尚不構成試題偏誤。篇末根據研究發現提出建議供相關人員參考。

This research investigated gender differences and gender differential item functioning (DIF) on social studies of the Basic Competence Test for Junior High School Students (BCTEST) from 2001 to 2005 administrations. The results based on overall performance on social studies revealed that females performed slightly better than males among total groups and low-achieving groups (bottom 10%)， but there were no significant gender differences among high-achieving groups (top 10%). The results from the analyses of performances on different subjects， cognitive demands and types of attachment materials indicated that there were generally no significant gender differences with a few exceptions. The exceptions were that females outperformed males on civics， concept comprehension items and items without attached materials among total groups and low-achieving groups. In addition， females outperformed males on civics， and males outperformed females on geography， concept comprehension items and items with visual attachments among high-achieving groups. In the study of gender DIF， Mantel-Haenszel procedure was used. The results of DIF analyses revealed that the average percentage of items displaying gender DIF were about 8.3%. Among the factors explored in the study， the subject was the most salient factor that affected the performance of the DIF measures. All civics DIF items favored females however， most history (73.2%) and geography (80.0%) DIF items favored males. What is worthy to note， about 45% history DIF items favoring males were related to wars， and more than 50% geography DIF items favoring males were involved map reading or visualization. The follow up review and judgment were conducted for all DIF items， and no construct irrelevant factors were found. That is， though these items displaying DIF， they were not biased items. Implications based on the findings of this study were proposed for educators， test developers and researchers.