The Development of Electronic Reading Assessment on Social Studies for Junior High School Students

• Main Authors: Yin-chien Lin, 林尹千
• Other Authors: Pi-Hsia Hung
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/56499114930621701665

碩士 === 國立臺南大學 === 測驗統計研究所碩士班 === 99 === The purpose of this study is to develop an Electronic Reading Assessment on Social Studies (ERASS) to explore the characteristics of Taiwanese 8th graders’ on-line reading development in social studies. The ERASS contains 3 aspect of on-line reading process: retrieving information, synthesizing information and critical thinking. The assessment system divided into two interfaces: questions and reading content. The reading content imitates a real-world online website, and the item types included in this assessment are multi-choice and constructive response. There are 627 8th graders sampled from four local schools in Tainan. The results indicate that ERASS is a little difficult for most 8th graders (mean proportion correct is 0.46). The Stratified Cronbach alpha of Form-A is 0.62, and it of Form-B is 0.48. The correlation coefficient between ERASS and the school grades of five subjects (Mathematics, English, Science, Chinese and Social Studies) ranged from 0.44 to 0.52. The pattern of correlation coefficient demonstrates sensible support for the convergent and discriminate validity. Girls perform better than boys on this assessment and the effect size is 0.22.