學科知識結構之評量研究──以「教育測驗與評量」學科知識為例

Abstract

本研究的目的，旨在探討「路徑蒐集網路分析」方法學所建構出來的知識結構評量模式的可行性。73名政大教育系大三學生接受「教育測驗與評量」師資培育課程的教學後接受以知識結構評量模戈作為評量該學科知識結構的工具。研究結果顯示，該模式不僅可以一種客觀的相似性指數（即PFC指數），來彰顯學生的知識結構與教師的知識結構間的一致性程度，更可以區別出不同學習成就學生間的學習差異，以及解釋為什麼會有學習成就上的差異。此種評量方式，不僅讓教學評量活動變得較有意義；同時，可以圖形表徵方式來彰顯學生看不見的知識結構，並且增進評量結果的說服力；更可以直接指明知識結構的缺失及有待改進之處，以便提供後續有效的補救教學措施。最後，本研究亦針對未來教學評量與研究涵義提出討論與建議。 The purpose of this paper is to investigate the possibilities of applying the Assessment Model of Knowledge Structures to the course of “Educational Testing and Assessment”. 73 subjects participated in this study. Results showed that the model can be a potential tool to be used in instructional assessment with a quantitative index （i.e., PFC index） to represent the degrees of similarity of knowledge structures among instructors and students. In the meantime, the Assessment Model could also discriminate and interpret the differences of students’ learning achievement. And because of using a graphic representation, the model can make students’ content knowledge structures visible, identify wrong links and missing links in the structures, improve the convincing power of assessment results, and suggest the potential value of remedial instruction. Discussions of the results and suggestions for future instructional assessment and research projects are proposed.