期刊專區/ Periodical Section

以Rasch Model GSP表及GSM結構圖進行試題修正：以企業倫理與職業道德課程之測驗為例

The Use of Rasch Model GSP Chart and Grey Structural Model Analysis for Vocational Education and Training Courses: Taking Enterprise Ethics and Professional Ethics Courses as an Example

所屬期刊：	第8卷第4期 「測驗與評量」 主編：國立政治大學心理學系教授 林邦傑
系統編號：	vol031_03
主題：	測驗與評量
出版年份：	2012
作者：	許天維;曾建維;梁榮進;王柏婷;永井正武
作者(英文)：	Tian-Wei Sheu;Jian-Wei Tzeng;Jung-Chin Liang;Bor-Tyng Wang;Masatake Nagai
論文名稱：	以Rasch Model GSP表及GSM結構圖進行試題修正：以企業倫理與職業道德課程之測驗為例
論文名稱(英文)：	The Use of Rasch Model GSP Chart and Grey Structural Model Analysis for Vocational Education and Training Courses: Taking Enterprise Ethics and Professional Ethics Courses as an Example
共同作者：
最高學歷：
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系所名稱：
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論文頁數：	28
中文關鍵字：	Rasch Model;GRA;S-P 表;GSP表;GSM結構圖
英文關鍵字：	Rasch Model;GRA;S-P Chart;GSP Chart;GSM Figure
服務單位：	國立臺中教育大學教育測驗統計研究所教授;國立臺中教育大學教育測驗統計研究所博士候選人;嶺東科技大學嶺東科技大學科技商品設計所副教授;逢甲大學外語教學中心講師;國立臺中教育大學教育測驗統計研究所教授
稿件字數：	11820
作者專長：	試題關連結構、試題質性分析、測驗等化
投稿日期：	2012/7/21
論文下載：
摘要(中文)：	本研究以Rasch Model的參數模式，運用灰關聯分析方法GRA（grey relational analysis），與S-P表的方式建立Rasch Model GSP（grey student problem）表，並且以結合灰色結構模式GSM（grey structural model）建立GSM結構圖，這種方法突破了傳統S-P表的圖形表達方式，讓複雜的數據可以簡單化進行分析，同時成為有系統的結構組織。本研究內容是依據臺灣某上市公司，內部員工之職業教育訓練課程-企業倫理與職業道德之試題，進行分析研究，而實質獲得了受測者與試題的鑑別度「a」，以及受測者測驗平均值與試題難度「B」，而從「r」的分佈圖，可以清楚辨識受測者的得分率和試題答對率情形，針對教師進行學習者程度與試題難度修正之依據。透過GSM結構圖進行研究解析，從圖形的方向性（digraph），可以清楚了解試題的分群狀態，根據評量所得到的數據資料進行計算，可以鑑別出相同類型的試題，成為命題改進的依據，仍是教師進行難度相似試題刪減之依據。實驗驗證Rasch Model GSP表與GSM結構圖的研究組合，是一種提供教師進行測驗後試題修正的創新方法。
摘要(英文)：	The paper aims at the application of Rasch Model, Grey Relational Analysis (GRA) and S-P chart to establish the Rasch Model GSP (grey student-problem) figure. With the combination of Grey structural modeling, the GSM (grey structural model) figure could be established. This approach breaks through the traditional graphical representation of S-P chart; therefore, the complicated data analysis could be simplified into a systematic structural organization. In accordance with a listed company in Taiwan, the paper analyzed the internal staff training courses, including business ethics and ethical questions. Based on the findings, the GSP chart can be set up with discrimination from students and items, and it is used as discrimination parameter . The average of item difficulty and the average of examinees’ scores could be used as difficulty parameter . The lowest score and the lowest rate of correct test items could be recognized as guessing parameter . According to the analysis, the levels of the learners can be assessed, and the difficulties of the questions revised. Through the GSM figure and the direction of the graph (digraph), the structural components of the clustering state can be analyzed. Through the analysis of GSM figure, it is possible to understand test item clustering based on the directions of the graphs. Also, according to the assessment data, the same type questions and test items with similar difficulty can be identified, which can not only be the basis of test design, but also become the reference for test item deletion. In brief, the experiment shows that the combination of Rasch Model GSP chart and GSM figure is an innovative method for teachers’ remedial teaching after testing.
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