| Summary: | 碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 101 === This study aimed at fifth and sixth grade students in the homophonic but graphemic dissimilar characters, using a set of online test platform. Both the unlimited polytomous scoring model and dichotomous scoring model to investigate the students to answer questions on the differences among. Traditional dichotomous scoring model, it is a way to test a second election. Not the correct answer is Wrong. Although the application convenient and clear, but the process does not ensure that students in answering the question whether there is speculation that the presence of ingredients. Therefore, study used with " brace " feature online test platform, scoring model is unlimited polytomous scoring model. Using two scales for students to explore students' test results degree of speculation. Surveying objects are elementary school students. Fifth-grade number 112 people, and sixth grade number 97 people. A total of 209 students implement test. The student test results using statistical software SPSS for independent samples t-test. Test different grades and genders of the students the ability to discern omophonic but graphemic dissimilar characters, and questions answered guessing on whether there are differences, and use item analysis. Compare the difference between dichotomous scoring model and unlimited polytomous scoring model.
Results from the study, the independent sample t-test analysis. Between the different grades, student 's ability to identify the value of the homophonic but graphemic dissimilar characters and question to answer guessing no difference. Between the different gender, boys and girls ability to identify the value of the homophonic but graphemic dissimilar characters and question to answer guessing have obvious differences. Girls in identifying the homophonic but graphemic dissimilar characters, ability level than boys; In case the answer guess, guessing effects lower level than boys. Unlimited polytomous scoring model reliability analysis through papers and their test scores and school performance conducted by the correlation coefficient analysis, compared to dichotomous scoring model can obtain more accurate values.
|
|---|
