潛在特質理論與其應用於適性測驗之評估研究

[[volume]]20

Psychometric Evaluation of the Chinese Version of the Patient Perceptions of Empowerment Scale (PPES)

Objectives. To evaluate the psychometric properties of the Chinese version of the Patient Perceptions of Empowerment Scale (PPES) and to perform a cross-cultural validity assessment. Methods. In this cross-sectional survey, 554 inpatients in three general hospitals in northern Taiwan were recruited. Principal component analysis was used to examine the factor structure of the scale. Confirmatory factor analyses were conducted on the measurement model of the Chinese version of the PPES. Results. Confirmatory factor analyses supported the presence of a second-order four-factor model (information, decision, individual, and self-management) of the Chinese version of the PPES when used with a Taiwanese inpatient population. The results indicate that the 11-item, second-order, four-factor Chinese version of the PPES provided best goodness-of-fit for the data in this study. Conclusion. The 11-item four-factor Chinese version of the PPES is a self-completion scale. This study demonstrated that the Chinese version of the PPES is a reliable and valid self-report instrument for the assessment of patient perceptions of empowerment in clinical practice. Further adaptation and evaluation of the scale will hopefully stimulate further studies on PPES in the fields of psychometrics in Taiwan

[[alternative]]結合統合分析與結構方程模式二計量方法

[[issue]]2

科學能力的建構反應評量之發展與信效度分析：以自然科光學為例 Developing and Validating a Constructed-Response Assessment of Scientific Abilities: A Case of the Optics Unit

由於建構反應試題較選擇題更適於評估學生的高階認知能力，本研究目的係在發展科學能力的建構反應評量，建立評分規準，並分析信度與效度。全評量包含「科學知識的記憶與瞭解」、「科學程序的應用與分析」、「科學邏輯的論證與表達」，以及「問題解決的評估與創造」四個分評量，共計32題。分析結果顯示，評分者內之Cronbach’s α 與評分者間之Kendall ω 和諧係數值均大於 .90，表示評分者內與評分者間的一致性良好。再者，評分者嚴苛度之多面向Rasch測量模式之卡方考驗未達顯著水準，表示評分者間的嚴苛度未有差異存在，infit與outfitMNSQ 介於1 ± 0.5，顯示無論嚴格或寬鬆的評分者，均能有效區分高、低能力的學生。另RSM 與PCM 模式比較的卡方考驗達顯著水準，將所估計的Deviance進行BIC 轉換，結果發現RSM較為適配，顯示評分者間有相同的評分閾值。此外，全評量之Cronbach’s α在 .85 以上，顯示具有不錯的信度。驗證性因素分析結果顯示，「科學知識的記憶與瞭解」、「科學程序 的應用與分析」、「科學邏輯的論證與表達」，以及「問題解決的評估與創造」所檢測四個一階潛在因素，可被二階因素之「科學能力」解釋的變異量分別為 .92、 .56、.46、.46，實徵資料尚且支持「科學能力的建構反應評量」的理論構念模式，係為一項精確測量科學能力的工具。 This study aimed to develop and validate a constructed-response assessment of scientific abilities and an accompanying rubric. The assessment included 32 open-ended test items that were categorized into four subscales—Remembering and understanding scientific knowledge, application and analysis of scientific procedures, argumentation and expression of scientific logic, and evaluation and innovation during problem solving. The analysis revealed the following results: First, the Cronbach’s α values were higher than .90, indicating high intrarater consistency. Second, Kendall’s coefficient of concordance was higher than .90 and its p value was less than .001, denoting a consistent scoring pattern between raters. In addition, many-facet Rasch measurement (MFRM) analysis revealed no significant difference in rater severity, whereas a comparison of the rating scale model (RSM) and partial credit model (PCM) indicated that each rater had a unique rating scale structure. The infit and outfit mean squares of the MFRM were 1 ± 0.5, which suggested that both severe and lenient raters could effectively distinguish high and low-ability students. The Deviance values estimated by the RSM and PCM were converted to Bayesian information criterion values, and the RSM was viewed to fit the empirical data appropriately compared with the PCM. Therefore, the severity thresholds of the raters were the same. Third, Cronbach’s α coefficients of the four subassessments and the full assessment were higher than .85, indicating that the constructed-response assessment of scientific abilities (CRASA) provided a high internal-consistency reliability. Finally, confirmatory factor analysis revealed acceptable goodness-of-fit for the CRASA. These results suggested that the CRASA is a useful tool for accurately measuring scientific abilities

大型資料庫國小四年級自然科學習成就評量標準設定結果之效度評估 Validation of the Standard Setting Procedure for a Large Scale 4th Grade Science

學習成就評量資料庫建置目的之一，在於描述學生於各學科的學習成就表現概況；而學習成就表現的描述，即牽涉到標準設定議題。隨著臺灣學生學習成就評量資料庫對於國小四年級自然科之評量架構調整，致使沿用的表現標準已多不符合實務運用，而興起重新修訂之舉。本研究主要目的在於評估2009 年自然科學習成就評量國小四年級標準設定結果之效度，以Kane（1994, 2001）的效度評估證據為依據，藉由效度的過程證據、內部證據以及外部證據，作為標準設定結果之效度證據來源。結果發現，從各項效度證據來看，國小四年級自然科標準設定可由標準設定成員的組成及其回應、設定結果的一致性，以及外推論於數學成就的效度外部證據得到支持。本研究最後提出數項建議，供未來標準設定研究者參考。 One of the main purposes for constructing an academic achievement database is to understand the students’ academic performance for each content area. Standard setting is the main issue in the academic achievement. Due to the adjustment of the test blueprint for Taiwan Assessment of Student Achievement 4th grade science, the previous performance level description is outmoded for practice. Therefore, modifying the standards is necessary. The purpose of this study is to validate a science standard setting procedure designed for 2009 4th grade science students. Based on Kane’s (1994, 2001) framework for validation, this study collected procedural evidence, internal evidence, as well as external evidence using mathematics academic performance. Several suggestions are provided in the conclusion for further studies