以Rasch Model GSP表及GSM結構圖進行試題修正：以企業倫理與職業道德課程之測驗為例

The Use of Rasch Model GSP Chart and Grey Structural Model Analysis for Vocational Education and Training Courses: Taking Enterprise Ethics and Professional Ethics Courses as an Example

本研究以Rasch Model的參數模式，運用灰關聯分析方法GRA（grey relational analysis），與S-P表的方式建立Rasch Model GSP（grey student problem）表，並且以結合灰色結構模式GSM（grey structural model）建立GSM結構圖，這種方法突破了傳統S-P表的圖形表達方式，讓複雜的數據可以簡單化進行分析，同時成為有系統的結構組織。本研究內容是依據臺灣某上市公司，內部員工之職業教育訓練課程－－企業倫理與職業道德之試題，進行分析研究，而實質獲得了受測者與試題的鑑別度「a」，以及受測者測驗平均值與試題難度「B」，而從「r」的分佈圖，可以清楚辨識受測者的得分率和試題答對率情形，針對教師進行學習者程度與試題難度修正之依據。透過GSM結構圖進行研究解析，從圖形的方向性（digraph），可以清楚了解試題的分群狀態，根據評量所得到的數據資料進行計算，可以鑑別出相同類型的試題，成為命題改進的依據，仍是教師進行難度相似試題刪減之依據。實驗驗證Rasch Model GSP表與GSM結構圖的研究組合，是一種提供教師進行測驗後試題修正的創新方法。 The paper aims at the application of Rasch Model, Grey Relational Analysis (GRA) and S-P chart to establish the Rasch Model GSP (grey student-problem) figure. With the combination of Grey structural modeling, the GSM (grey structural model) figure could be established. This approach breaks through the traditional graphical representation of S-P chart; therefore, the complicated data analysis could be simplified into a systematic structural organization. In accordance with a listed company in Taiwan, the paper analyzed the internal staff training courses, including business ethics and ethical questions. Based on the findings, the GSP chart can be set up with discrimination from students and items, and it is used as discrimination parameter . The average of item difficulty and the average of examinees’ scores could be used as difficulty parameter . The lowest score and the lowest rate of correct test items could be recognized as guessing parameter . According to the analysis, the levels of the learners can be assessed, and the difficulties of the questions revised. Through the GSM figure and the direction of the graph (digraph), the structural components of the clustering state can be analyzed. Through the analysis of GSM figure, it is possible to understand test item clustering based on the directions of the graphs. Also, according to the assessment data, the same type questions and test items with similar difficulty can be identified, which can not only be the basis of test design, but also become the reference for test item deletion. In brief, the experiment shows that the combination of Rasch Model GSP chart and GSM figure is an innovative method for teachers’ remedial teaching after testing.