國小雙閱讀素養導向評量工具編製之初探──以台南市國小四年級學生為例

Research on Developing the Assessment of the Paper And Digital Reading Literacy for Primary School Students -- The Case of Forth-grade Students in Tainan City

本研究旨在編製國小四年級之雙閱讀素養導向評量工具，藉此瞭解學生雙閱讀素養之學習表現，並探討學校背景因素與雙閱讀素養表現之關係。研究者以自編雙閱讀素養評量為評量工具，採立意抽樣，抽取臺南市四間國小四年級學生共191人進行施測。整體評量難度為.64，鑑別度為.46。
研究主要發現如下：一、本份「國小四年級雙閱讀素養導向評量工具」具有良好品質，為中間偏易且具高鑑別度、信度與效度之評量。二、學生在雙閱讀素養表現上，紙本閱讀素養分數顯著高於數位閱讀素養分數。三、不同學校類型、教學活動時間之學生在雙閱讀素養導向評量表現上有差異。四、不同學校閱讀環境資源學生在雙閱讀素養導向評量分數上有顯著相關。

The purpose of the study was to develop a measurement tool of paper and digital reading literacy for primary school students, understanding students' performance and investigate the related factors to the school context. Employing a self-designed assessment, the study selected 191 fourth-grade students from four primary schools in Tainan City for testing. The assessment framework was structured around the four dimensions of PIRLS reading comprehension, covering ''retrieving information,'' ''making inferences,'' ''interpreting and integrating ideas,'' and ''evaluating and critiquing content,'' across three text genres: informational, narrative, and expository. Results indicated the proportion of correct answer of 0.64 with the item discrimination index of 0.46. The findings of the study were as following:
1. The ''Assessment of Paper and Digital Reading Literacy for Primary School Students'' has good quality, with moderate difficulty, high discrimination, reliability, and validity.
2. Students exhibited significantly higher performance in print literacy compared to digital literacy.
3. students from various school types and with differing teaching activity times demonstrated discrepancies in performance.
4. Significant correlations were observed between students' scores in the assessment and the resources available in their school's reading environment.