不同試題論述方式對學生作答表現影響之分析-以TIMSS 2003試題為例

Abstract

不同試題論述方式對學生作答表現影響之分析 以TIMSS 2003 試題為例

中文摘要

本研究旨在探討兩種不同試題論述方式對學生作答的影響及閱讀理解的差異。本研究以TIMSS 2003科學成就測驗試題為例，探討兩大方向：（一）不同試題論述方式對學生閱讀理解的影響。（二）探討學生受試題論述影響的原因。

研究方法與設計是採用實驗研究法，以台北縣210名八年級學生為樣本，利用「TIMSS 2003 科學成就測驗試題」蒐集學生答題數據，看整體學生答對率表現是否會因試題的不同論述方式而影響。除此之外，本研究還依性別、語文能力將學生作分組，探討不同試題論述方式，對不同性別、語文能力學生之影響。最後，從210名八年級學生中隨機選取34名學生進行問卷調查結果分析，以進一步了解學生對兩種不同試題論述方式的觀感與看法。

本研究主要發現如下：（1）不同的試題論述方式會造成試題句子中的語法結構改變，進而影響學生作答。（2）語文能力高低對學生作答正確率的影響是有顯著差異。（3）女生對不同試題論述方式的理解表現不輸給男生（4）科學專有名詞的使用會影學學生作答──多數學生學生解釋科學專有名詞時，習慣將專有名詞視為個別的文字，再拚湊為語詞的整體意義（5）低語文能力學生受不同試題論述方式的影響最大。最後根據研究結果，討論不同試題論述方式對於學生閱讀理解及作答表現影響的可能蘊涵，並提出更進一步的研究建議作為本論文的結束。The influence of different test descriptions on students’ test performance: Taking the test of TIMSS 2003 as the example Chien-Chung Wang

Abstract

The purpose of this study is to investigate the difference of two different test descriptions on students’ test performance and comprehension. The study took the science achievement test of TIMSS 2003 as the instrument to explore the following things: (1) the influence of the different test descriptions on students’ test comprehension, (2) the reasons which students are influenced by the description.

The research method is experimental research. The researcher took 210 eighth grade students in Taipei County as the subjects and used the science achievement test of TIMSS 2003 as the instrument to collect the data to investigate whether the different test descriptions will influence the students’ test performance. Besides, the researcher divided the students into several groups due to their gender and English ability to explore the influence of different test descriptions on students according their gender and English ability. Finally, the researcher would randomly choose 34 out of 210 students to do the interview in order to get further understanding of their perception to these two different test descriptions.

The main research findings are as follows: (1) The different test descriptions would have different sentence patterns and would influence students when they are taking the exam; (2) There is a significant difference in students’ test performance in different students’ English ability; (3) There is no significant difference in test comprehension in different test descriptions between females and males; (4) The scientific pronouns in the test would affect students when they are taking the exam because most of the students would regard these pronouns as the individual word and then try to understand the whole meaning; (5) The different test description would influence students with low English ability the most. Furthermore, according to the research results, the researcher would try to discuss all the possibilities of the influence of different test descriptions on students’ test performance and then give further suggestions as the conclusion.