| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 104 === The purpose of this study is to investigate the fifth and sixth grade students’ capabilities of map reading between different types of test item. In addition, the study tries to find out the most suitable types of test item for map reading in social studies and provides as a reference for educators in the future.
The test tool, “Capabilities test of map reading for fifth and sixth grade students”, our study chose is using map-reading ability, including Frames of reference, Spatial orientation, measurement and symbolization, and instruction units (e.g., Where is Taiwan, Taiwan Environment, and Taiwan Population) related to map in social studies of Grade 1-9 Curriculum as two dimensionalities of two-way specification table. After designing the map-reading assessment, we chose 416 fifth and sixth grade students in New Taipei City as the research targets to implement the assessment. Then we analyzed the data with assessment difficulty, discrimination, internal consistency, reliability curve analysis, validity, paired-samples T test, and option characteristic curve (OCCC).
The study found out the map-reading assessment has good reliability and validity, no matter in text-based test items or picture arrangement test items. However, the result disclosed the obvious discrimination between these two different types of test items. Students scored higher in picture arrangement test items. Moreover, the discrimination and internal consistency of picture-based test items are better than those of text-based test items. Hence, our research suggests that it would be better if educators choose picture-based test items to measure fifth and sixth grade students’ map-reading ability.
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