校本補救教學篩選決策歷程探討：以某一所國中國文科為例

Abstract

然教育部建立一套補救教學科技化評量系統，但如何從那套系統篩選出適合各校的補救教學對象一直受到爭議，本研究擬以校本評量資料，針對補救教學篩選決策歷程，試圖找出適合學校系統的運作模式。本研究以一所新生智力表現接近理論人口分布之國中為研究對象，透過科技化評量系統篩選測驗、新生智力測驗、段考學期平均等資料，將學習低成就學生分為五群，並以百分比及描述統計分析，探究各群組學生學習表現，最後以基本閱讀能力測驗結果作為效標，檢核學習低成就學生篩選區分效度。研究結果如下：（1）學習低成就學生中約有3%－6%具基本閱讀能力困難；這些學生可用科技化評量 ≤ 35分找出其中六至八成。（2）PRIORI-tbt 篩選測驗結果，對於高階基本閱讀能力（閱讀理解）困難高風險的偵測有良好效度，對於基礎閱讀能力（識字解碼）困難高風險學生的區分效度則相對低弱許多，故適合以多元篩選指標（智力、段考成績）篩選出識字解碼困難高風險學生；內在能力與實際學業表現差距愈大的學生，愈可能具顯著識字解碼困難，宜提供特定補救教學。根據結果提出校本篩選決策的建議。

In order to find an appropriate screen mechanism to make decisions for remediation in junior schools, the study aimed to investigate the empirical data from a school, including Project for Implementation of Remedial Instruction-technology-based testing (PRIORI-tbt), the intelligence test collected in freshman orientation, and formative achievement tests of Chinese as well. Then, we examined the classification accuracy of screen based on Chinese PRIORI-tbt with the basic reading skills tests. All data were analyzed through percentage and descriptive statistical analysis. The major findings were following: (a) There were about 3%-6% low achievers that were at-risk for basic reading difficulties, in which PRIORI-tbt scores ≤ 35 could rule in 40%-60% those who were at-risk for reading problems. (b) PRIORI-tbt shows higher prediction accuracy for reading comprehensive skills; however, its predictive power was lower for decoding skills. Students with greater discrepancy between intelligence and achievement could be more likely to encounter decoding problems; they might need to be supported by specific decoding remediation. The suggestions for school-based screen decision-making are made from the result.