國小高年級學生本土語文核心素養量表之發展

Development of Core Competencies Assessment Scale for Assessing Indigenous Language Competencies of Upper Elementary School Students

本研究以德懷術與多群組結構方程模式建立國小高年級本土語文領域的學生核心素養自我評估量表。研究者根據核心素養三面九項之理論架構，經兩輪德懷術擬訂共45題之5點量表。學生資料自全國取得有效樣本817人，含客語319人、閩語277人及原語221人。驗證性因素分析刪修後之30題題本，因素結構符合理論假設，且具備良好信、效度。細分為閩、客、原三組之檢驗結果顯示，三語別達形貌恆等，說明本土語文科目教學可支持核心素養的陶成，唯題目權重在三個語別內各自不同。研究結果建議本量表的後續研究，並認為正式施測對本土語文領域教學研究可有重大貢獻。

The objective of this study was to determine the robustness of the factorial structure of the Core Competencies for Native Language Learners (CCNLL) framework for Taiwanese fifth- and sixth-grade elementary school students. To understand the components of core competencies (CCs) and measure how these components interact in native language learners (NLLs), the first part of this study examined the quality of CCNLL items by applying the Delphi panel method to three NLLs subjects. The second and third parts of this study evaluated whether the CCNLL framework appropriately assesses the CCs of students. In total, 817 valid responses were collected from NLLs of Hakka (n = 319), Southern Min (n = 277), and indigenous languages (n = 221). We concluded that the CCNLL is an appropriate tool for measuring and tracking the CCs development of Taiwanese elementary students during the learning of their native languages under the new curriculum guidelines. A group invariance test revealed that the CCNLL demonstrated configuration invariance for measuring the theoretical structure of the CCs of NLLs learning Hakka, Southern Min, or indigenous languages. However, the test also revealed that the factor loading invariance requirements for the three NLLs subjects were unmet, with the weights of items differing among the three NLLs subjects. The study results verified the validity of the CCNLL, and suggestions were proposed.