高中學術性向優異鑑定效度之研究－－以臺北市人文社會資優班甄試為例

The Study of Validity of Identification for the Academically Gifted in High School

本研究探討高中學術性向優異之鑑定效度，以臺北市民國94學年度人文社會資優班甄選試為例，針對甄選之試題進行鑑別度之分析。分析結果發現，該年度之能力測驗試題偏易，與命題老師規劃的難易程度有差別，因此也影響鑑別度的分析結果，鑑別度中等以上題目僅達55.7％，然從國中基本學力測驗、人文社會能力測驗選擇題與非選擇題等三項鑑定所參考之測驗進行分析發現，以人文社會能力測驗中之非選擇題最具區辨性。此外，針對錄取與未錄取人文社會資優班學生在校學習一年後的表現進行比較發現，錄取人文社會資優班之學生無論在部分學期成績、競賽發表等特殊表現、閱讀習慣與學術了解、課外學習與充實、社會關懷與服務以及批判思考能力上，都顯著優於未錄取之學生（p＜.05），呈現鑑定之有效性，最後根據研究結果，提供在未來鑑定上之相關意見供讀者參考。

This research tried to discuss the validity of identification for academically gifted in high school. It tried to analyze the discrimination (DP) and difficulty (ID) of admission test for the gifted in language and social science in Taipei in academic year 2005. The result showed that it was a little easy which was different from teachers' difficulty degree they designed before. The questions over the medium discrimination were only 55.7%. However, analyzing the test from the basic competence test for junior high school students, and the test of language and society science ability: part 1 (multiple choice question) and part 2 (composition, short answer, or essay question), the most distinguishing test was the test of language and society science ability (part 2). In addition, comparing the differences between the performance of the students which enrolled and not enrolled the class for the gifted in language and social science one year later, it also found the performance of the students which enrolled the class for the gifted in language and social science has significant difference (p < .05) than those who not enrolled this class in parts of academic scores, special performance, reading habit, caring about the news, extra-class enrichment, social service, and critical thinking ability, and showed the validity of identification. Finally, according to the findings, there were some suggestions proposed for reader's reference.