篇名 | 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 |
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卷期 | 67:3 |
並列篇名 | How to Screen for Remediation through School-based Data: An Example of a Junior High School in the Chinese Remediation Course |
作者 | 曾瓊禛 、 洪儷瑜 |
頁次 | 005-025 |
關鍵字 | 補救教學 、 篩選 、 區分效度 、 remedial instruction 、 screen 、 classification accuracy |
出刊日期 | 201609 |
DOI | 10.6249/SE.2016.67.3.02 |
雖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-technologybased 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 schoolbased screen decision-making are made from the result.