跨學科主題統整素養大型教育評量發展：國中七年級學生表現探究

Development of Large-Scale Educational Assessment of Interdisciplinary Integrated Literacy: Exploring the Performance of 7th Grade Students

本研究融合NAEP、TIMSS、PISA等大型國際教育評量的思維層次，以橫跨多學科素養評量為目標，建立跨學科素養評量架構。同時，依據臺灣108課程綱要各領域學習內容，以日常生活情境為測驗主題，貼近臺灣實際教育現場與學生生活，提出跨學科主題統整素養標準化測驗工具，藉以探究國中學生跨學科統整素養能力的表現，並提出具體跨學科教學建議。為此，本研究選取9,009位七年級學生，進行各個評量工具施測。透過學生表現可能值估計，研究結果顯示，學生的跨學科素養與基礎學科表現具有顯著相關，顯示出基礎學科知識是跨學科素養能力的基礎，然而，擁有學科知識並不足以形成跨學科統整素養能力。在思維層次方面，隨著思維層次的增加，學生跨學科統整素養能力的表現則愈不理想，特別是在詮釋與評估方面。在七年級學生群體的跨學科統整素養表現方面具有性別與區域性差異，女生的表現優於男生，而數位發展成熟區、非偏遠地區、北部地區及中部地區、都會核心區的跨學科統整素養能力皆優於其他區域，顯示學生跨學科統整表現存在城鄉差距。

This paper integrates the thinking levels of large-scale international education assessments such as NAEP, TIMSS, and PISA, aiming to establish a framework for interdisciplinary literacy assessment spanning multiple subjects. Based on the content of various subject areas in the Taiwanese grade 7 curriculum guidelines, items are designed around daily life situations to closely reflect actual educational settings and students’ lives. This research develops standardized assessment for interdisciplinary integrated literacy, aiming to explore the performance of junior high school students in interdisciplinary integrated literacy abilities and provide specific teaching recommendations. For this purpose, 9,009 grade 7 students were selected for assessment. The study estimates students’ performance through plausible value. The results indicate a significant correlation between students’ interdisciplinary literacy and their performance in foundational subjects, suggesting that foundational subject knowledge forms the basis of interdisciplinary literacy abilities. However, possessing subject knowledge alone is not sufficient to develop interdisciplinary integrated literacy abilities. Regarding thinking levels, as the level of thinking increases, students’ performance in interdisciplinary integrated literacy abilities becomes worse, especially in level of interpret and evaluate. Gender and regional differences exist in the performance of grade 7 students in Taiwan in terms of interdisciplinary integrated literacy, with female students outperforming male students, and students from digitally mature areas, non-remote areas, northern regions, central regions, and metropolitan core areas demonstrating better interdisciplinary integrated literacy abilities than those from other regions, indicating urban-rural disparities in interdisciplinary integrated performance among Taiwanese students.