期刊目錄列表 - 61卷(2016) - 【教育科學研究期刊】61(2)六月刊(本期專題:師資培育:檢討、成效與前瞻)

(專題)教師情境判斷測驗之編製 作者:趙子揚(國立臺灣師範大學教育心理與輔導學系)、黃嘉莉(國立臺灣師範大學師資培育與就業輔導處)、宋曜廷(國立臺灣師範大學教育心理與輔導學系)、郭蕙寧(國立臺灣師範大學心理與教育測驗研究發展中心)、許明輝(國立臺灣師範大學心理與教育測驗研究發展中心)

卷期:61卷第2期
日期:2016年6月
頁碼:85-117
DOI:10.6209/JORIES.2016.61(2).04

摘要:
為提供師資培育單位在甄選師資培育學生時,更多元的參考依據,本研究建置教師情境判斷測驗,並進行信度及效度之檢驗。研究一自2010年起,進行教師情境判斷測驗的建置,並蒐集3,133位實習教師及正式教師之施測資料,以試題反應理論(item response theory, IRT)進行分析,檢驗測驗之信度及效度。研究一共建置75題試題,且試題之中有90.67%與Rasch模式適配。研究二自2014年起,進行試題的擴充,並蒐集了3,039位大學生之施測資料。經由試題分析,研究二共建置105題試題,總題數為180題。除試題分析外,研究二亦分析修習不同教育學程的學生,檢驗其在測驗分數之差異,提供已知團體差異之效度證據。此外,研究二利用資深教師團隊座談會之質性資料,進行內容分析,探討資深教師在面對教師工作上問題時,其作法判斷背後之意涵,提供更多的建構效度證據。本研究將就教師情境判斷測驗的概念、試題特性,以及編製實務等議題進行討論。
 

關鍵詞:信度、效度、教師情境判斷測驗、試題反應理論、質性分析

《詳全文》 檔名

參考文獻:
  1. 王文中(2004)。Rasch測量理論與其在教育與心理之應用。教育與心理研究,27(4),637-694。【Wang, W.-C. (2004). Rasch measurement theory and application in education and psychology. Journal of Education & Psychology, 27(4), 637-694.】
  2. 徐靜嫻(2013)。PBL融入師資培育教學實習課程之個案研究。教育科學研究期刊,58(2),91-121。doi:10.3966/2073753X2013065802004【Hsu, C.-H. (2013). Case study on applying problem-based learning to the student teaching curriculum. Journal of Research in Education Sciences, 58(2), 91-121. doi:10.3966/2073753X2013065802004】
  3. 張芬芬(2010)。質性資料分析的五步驟:在抽象階梯上爬升。初等教育期刊,35,87-120。【Chang, F.-F. (2010). The five steps of qualitative data analysis: Climbing up a ladder of abstraction. Journal of Elementary Education, 35, 87-120.】
  4. 教育部(2012)。中華民國師資培育白皮書。臺北市:作者。【Ministry of Education. (2012). White paper for teacher education of R.O.C. Taipei, Taiwan: Author.】
  5. 陳美玉(2005)。師資生個人知識管理及其對專業學習與發展影響之研究。師大學報:教育類,50(2),181-202。doi:10.3966/2073753X2005105002010【Chen, M.-Y. (2005). Teachers college students’ personal knowledge management and it’s impact on professional learning and development. Journal of National Taiwan Normal University: Education, 50(2), 181-202. doi:10. 3966/2073753X2005105002010】
» 展開更多
中文APA引文格式趙子揚、黃嘉莉、宋曜廷、郭蕙寧、許明輝(2016)。教師情境判斷測驗之編製。教育科學研究期刊61(2),85-117。doi:10.6209/JORIES.2016.61(2).04
APA FormatChao, T.-Y., Huang, J.-L., Sung, Y.-T., Kuo, H.-N., & Shiu, M.-H. (2016). Construction of the Teacher Situational Judgment Test. Journal of Research in Education Sciences, 61(2), 85-117. doi:10.6209/JORIES.2016.61(2).04

Journal directory listing - Volume 61(2016) - Journal of Research in Education Sciences【61(2)】June (Special Issue: Teacher Education: Reflection, Effect, and Prospect)

(Special Issue) Construction of the Teacher Situational Judgment Test Author: Tzu-Yang Chao(Department of Educational Psychology and Counseling, National Taiwan Normal University), Jia-Li Huang(Office of Teacher Education and Careers Service, National Taiwan Normal University), Yao-Ting Sung(Department of Educational Psychology and Counseling, National Taiwan Normal University), Hui-Ning Kuo(Research Center for Psychological and Educational Testing, National Taiwan Normal University), Ming-Huei Shiu(Research Center for Psychological and Educational Testing, National Taiwan Normal University)

Vol.&No.:Vol. 61, No. 2
Date:June 2016
Pages:85-117
DOI:10.6209/JORIES.2016.61(2).04

Abstract:

According to the ideal of having multiple measures of teacher education, this study developed the teacher situational judgment test (TSJT) for selecting student teachers. The TSJS was based on the hypothesis that the more similar a student’s thinking is to senior and high-performing teachers, the more likely that student is to become an effective teacher. In Study 1, we collected data from 3,133 intern-teachers and teachers to determine the reliability and validity of the TSJT. On the basis of the analysis of the pilot test and formal test, we retained 75 items. Furthermore, the internal consistency reliability of three of the TSJT booklets was exceeded .7. Additionally, the Rasch model analysis showed that 90.67% of the TSJT items fit the Rasch model. In Study 2, we developed 150 new items to expand the TSJT item bank, and recruited 3,039 college students for an item analysis. Subsequently, we further retained 105 items for the TSJT item bank, totaling 180. The reliability of each booklet was between .47 and .74. For the test validity, the analysis of variances indicated that the TSJT scores of student teachers were significantly higher than those of nonstudent teachers. This provided known-group differences validity for the TSJT. Furthermore, in Study 2, we also conducted a qualitative content analysis to provide additional evidence of the construct validity. This present study discusses the development and practical applications of the TSJT.

Keywords:reliability, validity, teacher situational judgment test, item response theory, qualitative analysis