不同成就小六生社會科選擇題出題表現之比較研究

Student-generated Questions for Social Studies: A Comparative Study of Constructing Multiple-choice Items by Low-, Medium-, and High-achieving Sixth-graders

過去學生出題多聚焦於教學與評量之效益探究且以數學領域為大宗，較少探討學習成就因素對出題表現的影響。考量學科領域差異性及學生出題產出表現分析研究尚不足，本文旨探討不同學習成就國小生社會領域出題表現。六名小六生（低、中、高成就生各兩名）參與本研究，配合社會科24個單元共產出288道選擇題，依重要性、認知思考性、流暢性、變通性、精緻性和獨特性六項指標進行內容分析。研究結果顯示，學生編寫題目多能符合單元重點，但偏向低層次知識認知思考層面；另就創造思考性，多數能符合流暢性和精緻性，但僅極低比例題目滿足變通性和獨特性。最後，低、中、高不同成就生出題表現在重要性、認知思考性、流暢性、變通性和精緻性上存在差異性。

Past studies on student question-generation have been extensively conducted in the context of mathematics education to assess its teaching and evaluation value. Comparatively, relatively few studies were conducted in social studies and investigated the effects of different academic achievements on the quality of student-generated questions. In consideration of the contextual and domain differences while recognizing limited studies pertain to the analysis of student-generated questions performance, this study aimed to explore the practices of student question-generation in social studies by elementary students at different learning achievement levels. Six pupils at Grade 6, including two high-achievers, two medium-achievers, and two low-achievers, were recruited to participate in the study and were asked to generate two multiple-choice items after the instructor completed teaching each social studies unit. A total of 288 questions covering 24 social studies units was collected and subject to content analysis based on a six-dimension taxonomy (i.e., importance, cognitive levels, fluency, flexibility, elaboration, and originality) for evaluating the quality of student-generated questions. Overall, the results showed that in terms of importance, the generated questions by the six participants can mostly cover the main points of the study materials, but they are mainly of the lower-level knowledge type of Bloom's (1956) cognitive taxonomy. Also, the creativity analysis of questions in terms of fluency, flexibility, elaboration, and originality revealed that a very low proportion of questions can satisfy originality and flexibility, in stark contrast with fluency and elaboration. Exploring individual differences in question generation unveiled that the low-, medium-, and high-achieving learners' question quality differs significantly in terms of importance, cognitive levels, fluency, flexibility, and elaboration.