摘要
该研究是一个关于小学生自我导向学习的大型研究的一部分。该大型研究使用了为期26个月的纵向设计,每半年收集数据一次。研究只限于分析基线数据,旨在开发《教学反馈量表》,并以Rasch评定量表模型验证其效度。研究样本是4,507名就读于三年级至五年级、来自26间学校的小学生。学校样本具香港资助小学代表性。结果表明,所有量表均呈现单一向度。它们的Rasch主成份分析首对比残差的特征值均低于2.0。而且所有项目的内、外合适度(Infit,Outfit)均于0.5和1.5之间。各量表的Rasch模型的人信度均在0.8以上。此外,选项的运作良好。项目也没有性别DIF。这项研究开发和验证了《教学反馈量表》,而且创建了关于小学生对学习反馈的态度的新知识,有利于将来设计教学反馈干预策略和研究。
The study reported here is part of a larger study on self - directed learning of primary students. The larger study made used of a longitudinal 26 - month design, with data collected every six months. Only the data collected at the baseline were used for the current study. This study aimed to develop and validate the Instructional Feedback Scale using a Rasch rating scale model. The sample com- prised 4,507 students currently enrolled in Primary 3 to Primary 5 of 16 Hang Kong schools. The schools were representative of the local subsidized primary schools. The results showed that unidimensionality of all subscales was supported. The eigenvalues of the first con- trast of the Rasch Principal Components Analysis of Residuals were below 2.0. Further, all items had item - fit （ In_fit and Outfit） be- tween O. 5 and 1.5, and Rasch person and item reliabilities were above O. 8. In addition, there was good alignment between item difficul- ty and student ability. The response categories of the scale functioned very well. Further, no gender - DIF was found in the items. This study contributed to feedback research by developing and validating the Instructional Feedback Scale and to new knowledge in primary students＇ attitudes toward feedback.
出处
《心理学探新》
CSSCI
2012年第5期387-396,共10页
Psychological Exploration
基金
香港特别行政区政府辖下大学教育资助委员会研究资助局《优配研究金》资助
关键词
教学反馈量表
效度
小学生
Rasch模式
Instructional Feedback Scale
validity
primary students
Rasch Model
