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題名 國中基本學力測驗之DIF的實徵分析：以91年度二次測驗為例
其他題名 An Empirical Analysis of DIF on Basic Competence Test: A Case Example of 2002 BCT
作者 余民寧;謝進昌
Yu,Min-Ning
關鍵詞 ETS DIF分類系統 ; M-H法 ; 差異試題功能 ; 國中基本學力測驗;Basic Competence Test ; differential item functioning ; ETS DIF classification rules ; Mantel-Haenszel method
日期 2006-06
上傳時間 17-Dec-2008 10:28:02 (UTC+8)
摘要 本研究主要目的為探討國中基本學力測驗不同考區間存在的DIF現況，以91年度兩次測驗之實徵資料為例，採M-H法進行試題的檢定，同時搭配ETS DIF分類系統，針對DIF試題進行分類，欲呈現一客觀及多角度的DIF檢定報告。研究結果如下：一、不同考區間DIF檢定情況，大致可獲得滿意的結果，其中以第二比較組（基隆與嘉義）DIF情況較嚴重；科目間，以社會科第一次測驗DIF整體現象最高。二、91年國中基測中仍存有少數偏高DIF比率的科目，且多數存在著一致性的有利或不利於某考區的現象。三、採M-H法進行DIF檢定時，同時搭配ETS DIF分類系統，較不受樣本因素影響，可得到一客觀、可信的DIF指標。最後根據研究結果，於文後提出相關建議與省思供讀者參考。 The purpose of this study is to investigate the phenomena of DIF on Basic Competence Test (BCT) among different exam-areas. We tried to use Mante-Haenszel method and ETS DIF classification rules to analyze the actual data of 2002 BCT two tests to present an objective and multidimensional DIF report. The conclusions are as follows: 1. The condition of DIF among different exam-areas may come to a satisfying result. Among exam-areas, the second comparison group (Keelung vs. Chiayi) exhibits the highest level of DIF; among exam-courses, the first social exam-course test exhibits the highest level of DIF. 2. There are still a few exam-courses having higher DIF ratio on 2002 BCT and mostly tending to favor or disfavor some exam-areas. 3. The use of M-H method along with ETS DIF classification rules may efficiently exclude the impact of sample sizes and obtain an objective-and-trustworthy DIF evidence. Finally, some suggestions and reflections for future studies are proposed.
關聯 教育學刊 26,241-276
資料類型 article
dc.creator (作者) 余民寧;謝進昌zh_TW
dc.creator (作者) Yu,Min-Ning-
dc.date (日期) 2006-06en_US
dc.date.accessioned 17-Dec-2008 10:28:02 (UTC+8)-
dc.date.available 17-Dec-2008 10:28:02 (UTC+8)-
dc.date.issued (上傳時間) 17-Dec-2008 10:28:02 (UTC+8)-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/15448-
dc.description.abstract (摘要) 本研究主要目的為探討國中基本學力測驗不同考區間存在的DIF現況，以91年度兩次測驗之實徵資料為例，採M-H法進行試題的檢定，同時搭配ETS DIF分類系統，針對DIF試題進行分類，欲呈現一客觀及多角度的DIF檢定報告。研究結果如下：一、不同考區間DIF檢定情況，大致可獲得滿意的結果，其中以第二比較組（基隆與嘉義）DIF情況較嚴重；科目間，以社會科第一次測驗DIF整體現象最高。二、91年國中基測中仍存有少數偏高DIF比率的科目，且多數存在著一致性的有利或不利於某考區的現象。三、採M-H法進行DIF檢定時，同時搭配ETS DIF分類系統，較不受樣本因素影響，可得到一客觀、可信的DIF指標。最後根據研究結果，於文後提出相關建議與省思供讀者參考。 The purpose of this study is to investigate the phenomena of DIF on Basic Competence Test (BCT) among different exam-areas. We tried to use Mante-Haenszel method and ETS DIF classification rules to analyze the actual data of 2002 BCT two tests to present an objective and multidimensional DIF report. The conclusions are as follows: 1. The condition of DIF among different exam-areas may come to a satisfying result. Among exam-areas, the second comparison group (Keelung vs. Chiayi) exhibits the highest level of DIF; among exam-courses, the first social exam-course test exhibits the highest level of DIF. 2. There are still a few exam-courses having higher DIF ratio on 2002 BCT and mostly tending to favor or disfavor some exam-areas. 3. The use of M-H method along with ETS DIF classification rules may efficiently exclude the impact of sample sizes and obtain an objective-and-trustworthy DIF evidence. Finally, some suggestions and reflections for future studies are proposed.-
dc.format application/en_US
dc.language zh-TWen_US
dc.language en-USen_US
dc.language.iso en_US-
dc.relation (關聯) 教育學刊 26,241-276en_US
dc.subject (關鍵詞) ETS DIF分類系統 ; M-H法 ; 差異試題功能 ; 國中基本學力測驗;Basic Competence Test ; differential item functioning ; ETS DIF classification rules ; Mantel-Haenszel method-
dc.title (題名) 國中基本學力測驗之DIF的實徵分析：以91年度二次測驗為例zh_TW
dc.title.alternative (其他題名) An Empirical Analysis of DIF on Basic Competence Test: A Case Example of 2002 BCT-
dc.type (資料類型) articleen