葉芯妤
葉芯妤
合作問題解決能力之情境式評量與分析方法研究
A Study of Situated Assessment and Analysis Method for Collaborative Problem Solving Skills
合作問題解決能力、情境式評量、全方位學習設計、證據中心評量設計、資料科學
Collaborative Problem Solving、Situated Assessment、Universal Design for Learning、Evidence-Centered Design、Data Science
「合作問題解決能力」是本世紀人才必要的素養之一。在融合教育的教學環境下，身心障礙學生與一般學生一樣，有培養合作問題解決能力之必要，以融入校園生活並適應未來社會。
針對國小學生合作問題解決能力提升之需求，本研究提出適用於國小學生之合作問題解決能力架構，作為評量之依據。接著，設計一套「合作問題解決能力情境式評量方法」，包含（1）適用於國小學生之評量流程、（2）由學生與兩位學習夥伴代理人組成之三人合作模式、（3）五層架構之任務以及（4）分為立即偵測與事後分析之能力評量方法。
同時，依循上述所設計之情境式評量方法，實作出以語文閱讀為主軸，主題為「故事接龍」的情境式評量範例，針對架構中每一項合作問題解決能力，設計情境與問題，套用於任務程序中，引導學生在不知情的情況下表現其能力。此外，運用資料處理技術生成合作問題解決能力分布與問題行為表現，以驗證情境式評量方法的鑑別度與信效度；並應用關聯規則與階層式分群兩項演算法，觀察合作問題解決能力與問題行為或能力項目之間的關聯性，形成合作問題解決能力之影響因素模型。
本研究實際於國小進行實驗，採量化研究，獲得共87位學生之數據，其中包含11位身心障礙學生。結果顯示，本研究設計之評量方法應用於測量所有學生的合作問題解決能力時，皆達到信效度標準，而針對問題行為的部分尚待改善。最後，透過關聯性分析結果相互驗證後，形成能力影響因素模型，其中，學生特質與其認知能力具有高度相關，而問題行為表現對於學生理解領域知識方面具有影響力。
For the need to improve collaborative problem solving (CPS) skills of elementary students, this study designs a situated assessment method for CPS skills, including (1) the assessment process suitable for elementary students, (2) the collaborative mode composed of a student and two learning partner agents, (3) the task with five-tier structure, (4) the assessment method divided into immediate detection and post-analysis.
At the same time, following the assessment method, an assessment example with reading as the main content and the theme of Story Solitaire is made, and situations and problems are designed for each CPS subskills. In addition, the assessment generates CPS skills distribution and behavior problems to verify the reliability and validity of the method. And association rules and hierarchical clustering algorithms are applied to form the influential factors model of CPS skills, including the relationship between CPS skills and student characteristics and behavior problems.
This study conducts experiments in an elementary school and collected data from 87 students including 11 students with special educational needs by quantitative research. The results show that when the assessment method designed in this study is applied to measure the CPS skills of all students, it meets the reliability and validity standard; however, the method to measure behavior problems needs to be improved. Finally, correlation analysis shows that student characteristics are highly related to their cognitive skills, and behavior problems have an impact on students' understanding of domain knowledge.