Applications of TIMSS 2011 Assessment Framework on Developing a Science Achievement Test for Fourth Graders of Elementary School in Kinmen

• Main Authors: Chia-Ying Tang, 唐家瑩
• Other Authors: Chih-Chiang Yang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/wf7342

碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班 === 102 === The purpose of this study was to develop an Evaluation of Science Achievement (ESA) for fourth graders. Based on the TIMSS 2011(Trends in International Mathematics and Science Study) assessment framework, the ESA consisted of two dimensions: content and cognitive domains. The content dimension included three major domains of the second learning stage in Science and Technology learning field areas of Grade 1-9 Curriculum Guidelines. The cognitive dimension was inclusive of three domains: cognition, application and reasoning. The participants of the study are 519 fourth-grade students in Kinmen. This study adopted questionnaire investigation, and was analyzed by the PASW Statistics 18 software package with difficulty index, item discrimination index, reliability, validity, and option characteristic curve to prove the availability, practicality and quality of ESA. Depending on the result, the conclusions were as follows: First, the highest rate of correct answers in content domains was earth science, followed by life science and physical science for all participants, while in cognitive domains, cognition first, reasoning then application. Second, there was a significant difference between boys and girls. Boys were generally better than girls, especially in physical science, application and reasoning. Finally, students from different places made different answers. But there was no significant difference shown up by posteriori comparisons, except for life science field, students from Jincheng Township were better than Jinning Township.