IMAGE - 數學教師知識庫-- 李源順.ppt

大型數學測驗試題認知成分分析對補救教學的參考意涵 洪碧霞 臺南大學 測驗統計研究所 2009/11/21 內容綱要 前言-兩個小型研究 ASAP評量資源發展與前瞻企圖 PISA 評量設計理念 PISA 數學素養評量設計與分析 台灣PISA 數學素養評量結果意涵 THE EFFECTS OF COGNITIVE COMPONENT BASED INTERVENTION DESIGN OF SPATIAL SENSE 電腦化數與計算動態評量的發展與應用 洪于婷 洪碧霞 國立臺南大學測驗統計研究所 攜手課後扶助學生評量題庫資源開發與應用 洪碧霞＊1 鄒慧英2 謝堅3 李健興4 林柏宏5 12臺南大學測驗統計研究所 3臺南大學數學教育學系 4臺南大學電算中心 5臺南大學科計畫評量中心 PISA 緣起 OECD Organisation for Economic Co-operation and Development 80年代對各國教育統計和指標的關切 Network on educational outcomes Council decision in 1997 三大關鍵能力 PISA assessments Mathematical literacy Recognising problems that can be solved mathematically, representing them mathematically, solving them. Development of assessments Frameworks by international experts Assessment materials submitted by countries developed by research consortium screened for cultural bias translated into English French originals trialled to check items working consistently in all countries Final tests items shown in trial to be culturally biased removed best items chosen for final tests balanced to reflect framework range of difficulties range of item types 國際評量和教育品質 Why International Assessments? “Im not a fan of facts. You see, the facts can change, but my opinion will never change, no matter what the facts are.” (Steven Colbert) “When the president decides something on Monday, he still believes it on Wednesday... no matter what happened Tuesday.” (Steven Colbert) If you think data collection is expensive, you should try to see the cost of ignorance. Why International Assessments? Benchmarking function Provide comparable indicators on student performance and schooling practices across countries Analytic function Suggest hypotheses about Relationship between student performance and factors that may influence performance Areas where students have particular strengths or weaknesses Why International Assessments? Development function Data on strengths and weaknesses of the system Data on what the present looks like, and how the future might