國小學生「線上閱讀素養測驗」之編製與線上閱讀能力表現之初探

Developing Online Reading Skill Test to Assess Elementary Students’ Online Reading Performance

本研究的目的為發展一份中文版「線上閱讀素養測驗」，並測量國小學童的能 力表現。測驗發展指標之建構，乃基於線上閱讀行為的研究與專家生手間的比較研 究。指標分為線上閱讀能力與線上環境操控兩面向，架構線上閱讀中之搜尋、評 估、整合等三項認知歷程的能力成分。施測對象為台灣北部與中部地區的國小四至 六年級學童，共計167 位。試題以項目反應理論進行分析，所有試題之鑑別度介於 0.33～2.05之間，平均鑑別度為0.76。試題難度介於-3.03～2.79之間，平均難度為 -0.23。信度考驗結果顯示，測驗之實徵信度達0.75，傳統K-R信度值達0.66。測驗 與國語和資訊成績效標間之相關亦達顯著，最精確之能力測量範圍介於-2.00～ -0.13 之間，適合作為區辨基礎能力的工具。學生能力表現分析則發現，六年級學 生的表現顯著優於四年級。學生在整合能力試題的答對率最低，最需要教學上的支 持。

The purpose of this study was to develop a measurement tool of online reading skills (ORS)， which evaluated elementary students’ performance. Research that considered online reading behaviors and studies comparing expert -novice performance were used to construct the test. In the test， there were two dimensions， online reading and online operations， which include four abilities: searching skills， evaluating skills， integration skills and navigation skills. A sample of 167 fourth to sixth grade students， which recruited from 5 schools， participated in this study. Test items were analyzed by the IRT， 2PL model. The mean of discrimination parameter， which range from 0.33 to 2.05， was 0.76. The mean of difficulty parameter， which range from -3.03 to 2.79， was -0.22. The KR-20 and empirical reliability of the test was 0.66 and 0.75， respectively. Moreover， criterion validity has significantly positive correlation with students’ Chinese and technology score in the school. The ORS can efficiently measure students’ online reading skills with fair reliability and validity specifically when the skill score is located between -2.00 to -0.13. The results indicate that the score of sixth grade significant better than fourth grade. All students perform poorly in hypertexts integration， which need more guiding support.