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研究生: 李宜璟
Li, Yi-Ching
論文名稱: 國中基測與會考英文閱讀測驗試題之比較:以布魯姆認知分類( 修訂版)析之
A Comparison of English Reading Comprehension Questions on the BCT and the CAP Using Revised Bloom’s Taxonomy
指導教授: 陳秋蘭
Chen, Chiou-Lan
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2017
畢業學年度: 106
語文別: 英文
論文頁數: 68
中文關鍵詞: 國中教育會考英語閱讀測驗修正版之布魯姆認知分類PISAPIRLS高中入學測驗
英文關鍵詞: CAP, English reading comprehension test, the revised Bloom’s taxonomy, PISA, PIRLS, senior high school entrance exams
DOI URL: https://doi.org/10.6345/NTNU202203140
論文種類: 學術論文
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  •   本研究使用修正版之布魯姆分類認知分類來分析2011年至2013年之國中基本學力測驗與2014年至2016年之國中教育會考中之英語閱讀測驗題目的認知分類,探討當中認知分類出現之頻率與考生答題之表現。
      研究結果摘要如下:
      布魯姆認知類型中,「記憶」、「理解」、「應用」與「分析」在基測與會考中最常出現,「評鑑」與「創造」則不曾出現,原因可能為評鑑與創造不易以選擇題呈現。其中「理解」占大多數之試題,且通常屬於簡單之題型。大部分屬於理解之題型的難易程度為簡單到中間程度,但仍有少數為困難。「應用」與「分析」之試題數目被限制在一定範圍內,且多數試題難易度為困難,但仍有例外。近六年以來,上述二類試題數量總計占所有題目數量的10.5% 到36%,當中多數題目屬於困難程度,少數為簡易。相較於基測,會考中「應用」的試題題數大幅增加。這證明了「應用」試題日益重要,也呼應了會考試題與學生生活相關且能活化學習之精神。同樣的,相較於基測,會考包含更多屬於「應用」與「分析」之試題。這也顯示會考涵蓋了更多屬於高層次認知之題型。
      本研究結果建議教師可設計更多較有挑戰性之「理解」試題與較簡易之「應用」與「分析」試題,以協助學生因應會考。

    This research aimed to analyze the cognitive categories in Bloom’s revised taxonomy on the English reading comprehension test items on BCT (Basic Competence Test) and CAP (Comprehensive Assessment Program) for junior high school students from 2011 to 2016, and to explore examinees’ performance on each cognitive level.
    The major results are as follows:
    The study found that Remember, Understand, Apply, and Analyze appeared in both exams. Evaluate and Create didn’t appear. The reason may be that Evaluate and Create weren’t easily measured in multiple choices. Items of Understand were the majority and they tended to be easy or average in difficulty. Only a few of them were difficult.
    However, as for items of Apply and Analyze combined, though they only accounted for 20% of test items, they tended to be difficult.
       When items on the two exams were compared, it was found that items of Apply increased at a faster speed in CAP than in BCT, which indicated its rising importance and this matched CAP’s goal of relating to students’ living experiences and activating their learning.
       Also, CAP tended to contain more items of Apply and Analyze, which showed that CAP included more items of higher cognitive levels than BCT did.
    It is suggested that teachers can design more difficult items of Understand and easy items of Apply and Analyze for students to prepare for CAP in the future.

    CHINESE ABSTRACT……………………………………………i ENGLISH ABSTRACT……………………………………………ii ACKNOWLEDGEMENTS……………………………………………iii TABLE OF CONTENTS…………………………………………iv LIST OF TABLES…………………………………………………vii LIST OF FIGURE…………………………………………………vii CHAPTER ONE INTRODUCTION……………………………………1 Background and Motivation………………………………1 Purposes of the Study……………………………………5 Research Questions………………………………………5 Significance of the Study ………………………………5 Organization of the Thesis………………………………6 CHAPTER TWO LITERATURE………………………………………7 The Bloom’s Taxonomy ……………………………………7 The Original Bloom’s Taxonomy……………………7 Discussions of the Original Bloom’s Taxonomy…9 The Revised Bloom’s Taxonomy ………………10 Differences between the Two Versions…………13 Application of the Revised Bloom’s Taxonomy ……17 PISA, and PIRLS……………………………18 History of Senior High School Entrance Exams in Taiwan………21 Studies Related to Entrance Exams in Taiwan……………24 Summary…………………………27 CHAPTER THREE METHODOLOGY …………………………28 Data Source………………………………28 Data Analysis and Coding Procedure………………………29 Coding Examples……………………………29 Coding Results………………………………33 Discussion of Interrater Reliability…………………33 Summary……………………………33 CHAPTER FOUR RESULTS …………………………34 Analysis of Cognitive Types in BCT and CAP……………34 Cognitive Types Measured in BCT from 2011 to 2013……35 Cognitive Types Measured in CAP from 2014 to 2016……36 Similarities and Differences between the Cognitive Types Measured in the BCT and CAP………………………37 Examinees’ Performance on Each Cognitive Category…38 Difficult Items of Understand ………………………44 Easy Items of Apply………………………………………46 Easy Items of Analyze…………………………………48 Summary…………………………………50 CHAPTER FIVE DISCUSSION AND CONCLUSION …………………51 Major Findings………………………………………51 Conclusions…………………………………………52 Pedagogical Implications……………………………………53 Limitations of the Research and Suggestions for Future Study………………55 REFERENCES……………………………………………………56 APPENDIX 1: Sample Coding Sheet …………………………62 APPENDIX 2: Coding Results ………………………………63 APPENDIX 3: Rubrics………………………………67

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