| Summary: | 碩士 === 國立臺南大學 === 測驗統計研究所 === 95 === The purpose of this study is to investigate the validity issues of the computerized assessment of geometric creativity (CAGC). The structural equation model (SEM) was applied to evaluate the proposed model for the construct of geometric creativity with creativity as the independent variable, geometric creativity as the mediator variable, and mathematical ability as the dependent variable. The students’ performance on CAGC was also discussed. The major findings are summarized as followings.
1. The internal consistency (alpha) of the CAGC is 0.73. The correlation coefficients between CAGC and related variables (mathematics ability, spatial sense, and Williams’ creativity) are around 0.38 to 0.46. A confirmatory factor analysis is carried out and the result suggests a good measurement model fit.
2. The goodness of fit for the construct model of the CAGC is acceptable. The proposed model assumes creativity affects geometric creativity and geometric creativity as a mediator also affects mathematical ability. The results shows that students’ creativity significantly predict their geometric creativity ( 26% variances accounted ) and students’ geometric creativity also significantly predict their mathematical performances (39% variances accounted ).
3. There are significant differences between grades (12% variances accounted) on the CAGC performance. The accuracy in discriminating gifted 4 and 6 graders by CAGC is 89.8% and 77.9%.The cut scores for screening gifted 4 and 6 graders was also addressed.
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