| dc.contributor | 教育博七 | |
| dc.creator (作者) | 陳智修 | |
| dc.creator (作者) | Chen, Chih-Hsiu | |
| dc.date (日期) | 2018-12 | |
| dc.date.accessioned | 4-Mar-2020 15:30:16 (UTC+8) | - |
| dc.date.available | 4-Mar-2020 15:30:16 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Mar-2020 15:30:16 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/129097 | - |
| dc.description.abstract (摘要) | 觀察評量廣泛地被家長與教師使用於情障生的鑑定與介入成效評估，故評分者間信度對其格外重要。但過去研究所用的信度指標過於單一，且也較少探討影響評分者間信度的相關因素。因此，本研究旨在分析家長、導師、資源教師在特質定義與評分標準的一致性，並探討影響這些信度指標的因素。本研究以七年級資源班情障生的家長、導師與資源教師為樣本，共計312人。經Kappa一致性係數、McNemar考驗與相關係數分析後，本研究發現：就特質定義而言，導師與資源教師在各評量面向皆有一致性，但家長與導師對行為問題的定義並不一致，且家長與資源教師對認知學習、注意力與過動問題的定義也不一致。從評分標準來說，導師與資源教師在各評量面向也皆有一致性，但家長與兩類教師對人際關係、注意力的評分標準皆不相同。在影響信度的因素部分，「評量情境與評分者配對」可解釋為何家長與教師在特質定義與評分標準的一致性較低；「評量方法或内容」可說明本研究特質定義一致性相對較低的原因；溝通類評分者因素能改善親師在特定評量面向的特質定義或評分標準歧異；知能類評分者因素則近乎無法改善親師間的不一致性。最後，本研究亦提出評量實務與後續研究的相關建議。 | |
| dc.description.abstract (摘要) | Inter-rater reliability is an important issue as observation assessments are widely utilized to identify the students with emotional and behavioral disorders and evaluate their progress by parents and teachers. However, previous studies often tend to adopt constricted reliability index and seldom explore the factors that may affect the reliability. The purpose of this study was to analyze the trait and category definition consistency among parents, tutors and resource teachers, and to explore the factors affecting the reliability indexes. Subjects were 312 parents, tutors and resource teachers whose child or pupil was the seventh grade resource classroom student with emotional and behavioral disorders. Kappa coefficient, McNemar test and correlational research were conducted. The results revealed that: In the trait definitions, though tutors agreed with resource teachers on every assessment dimension, parents and tutors were not in agreement on behavior problem. And parents and resource teachers were not in agreement on cognitive learning, attention and hyperactivity problems. In the category definitions, tutors still agreed with resource teachers on every assessment dimension. But parents disagreed with the two kinds of teachers on interpersonal relationship and attention problems. As for the factors affecting reliability indexes, assessment situation and rater pair could explain why there was less consistency between parents and teachers. The lower trait definition agreement in this study might be due to assessment method and item content. On specific assessment dimensions, raters` communication could improve the trait or category definition discrepancy between parents and teachers. But rater`s knowledge could hardly improve the discrepancy. Finally, some suggestions about assessment practice and further research were offered. | |
| dc.format.extent | 173 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 特教論壇, No.25, pp.46-62 | |
| dc.subject (關鍵詞) | 情緒行為障礙學生 ; 評分者間信度 ; 觀察評量 | |
| dc.subject (關鍵詞) | students with emotional and behavioral disorders ; inter-rater reliability ; observation assessment | |
| dc.title (題名) | 對情緒行為障礙障生觀察評量之評分者間信度研究 | |
| dc.title (題名) | The inter-rater reliability of observation assessment in students with emotional and behavioral disorders | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.6502/SEF.201812_(25).0003 | |
| dc.doi.uri (DOI) | https://doi.org/10.6502/SEF.201812_(25).0003 | |
