本研究目的乃是藉由驗證性因素分析方法，探討台灣大學學科能力測驗英語科 測驗中克漏字題目的構念效度。本研究邀請五位專家們根據Purpura (2004)理論架構 將2015及2016年克漏字題目進行題目分類，主要研究問題是在檢視此分類架構與考 生的答題資料是否有適配性？為回答此研究問題，本研究向大學考試人學中心申請 2015及2016年隨機抽樣各5,500位學生每題克漏字答題的得分資料。本研究藉由驗證 性因素分析探討專家將題目分類後產生的測量模型是否與考生的實徵資料相互配 適，以期能找出實徵資料的最佳適配模型。研究結果顯示，專家的題目分配模型與 實徵資料的適配度不是最佳的，最佳的適配度模型反而是單一整體特質模型。也就 是說，本研究結果顯示，大學學科能力測驗英語科測驗克漏字題目乃是在測量整體 英語閱讀能力。最後，本研究也根據研究結果，針對高中英語教師與大學考試入學 中心編寫克漏字試題相關人員，提出具體建議。

In Taiwan，English is regarded a key subject in high school curriculum. Hence, before entering university, high school seniors are required to take an English subtest (ES) of the General Scholastic Ability Test (GSAT). Their scores on the GSAT-ES, besides other subtests, influence considerably their future academic pursuit and career path. To them, an important question is: What does the GSAT-ES really measure - several aspects of their English proficiency or just their overall English proficiency? This study was aimed to address, among others, such a question and focus particularly on the two types of cloze items in the GSAT-ES. For this study, a simpler version of Purpura^s (2004) model of grammatical knowledge was adopted to classify the cloze items. Classification was done by a group of five experienced university-level English teachers. Then confirmatory factor analysis (CFA) was applied to investigate the degree of fit between the raters5 classifications and the test takers’ responses. The CFA findings indicated that the raters’ classifications failed to fit the test takers5 responses and that the one-component model best portrayed the response data. The finding of a one-component model agreed with the unitary competence hypothesis of Oiler (1976, 1979), who advocated using cloze items for measuring overall language proficiency. This study concluded with some relevant implications for English teaching and testing.