| Summary: | 碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 97 === ABSTRACT
This study aims to diagnose the examination questions of the automobile professional subject of the 5th 4-year college & 2-year senior college joint simulation test in the 94th academic year in order to conduct qualitative,quantitative and synthetic analysis. In 94th academic year, there are fifty-six national and private vocational schools in total purchasing four-year and two-year college simulation tests from one cram school.Of the simulation tests, professional subjects include professional subject one and professional subject two. The custom of joint simulation tests have lasted for more than five years; however,no one has ever conducted research concerning the examination question of the simulation tests.I,the owner of the study, serving as a senior teacher of the Department of Automobile in the vocational school,singled out the professional subject one from the automobile subject as my research topic.
Qualitative analysis would provide the curriculum outline of the Department of Automobile, using Two-way Char, and expert inspecting to diagnose the entire reliablity of every examination question. Meanwhile, the study was prepared with teaching goal, by which experts can judge the cognitive ability of every question. Quantative analysis covers the internal consistent reliability, difficulty, discrimina and distraction of every examination question.
The sample of the study was the automobile professional subject in the four-year and two-year college simulation test in the 94th academic year, in the national and private vocational schools.
The result of the study showed that reliability of all examination questions reaches 0.7956, which fell into category of acceptance. It mean that the consistency of between the examination questions and testing goal was scceptable.
The result of difficulty demonstrated that moderate difficulty accounted for 55%, and more than half of the examination questions belonged to this group. Middle difficulty accounted for 32.5%. High difficulty accounted for 5%. 75% of the examination questions belonged to simple questions. Therefore, the difficulty of the examination questions is from middle difficulty to high difficulty.
Concering the analysis of discrimination, 50% of the examination questions belonged to excellent ones, 12.5% belonged to good ones, and another 12.5% belonged to common ones, while 25% belonged to inferior ones. Among all the examination questions are thirity questions, amounting to 75%, which displayed the fact that the discrimination of the while examination questions is acceptable.
The outcome of assessing distraction was that the questions violating the distraction index amount to thirty-six questions, which accounted for 90%. About 60% of the questions violated one to three item of distraction index. In order to understand those flawed questions violating many items of distraction index, the study picked out seven questions to conduct synthetic analysis, finding that the examination questions need revising, remodifying, or even eliminating so as to guarantee the quality of the examination questions.
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