國中教育會考數學科的回沖效應初探

張銘秋; 黃瓅瑩; 陳佳蓉; 陳柏熹; 曾芬蘭

doi:10.6209/JORIES.202203_67(1).0008

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2025/04/01~2025/06/30

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P227 - 254

社会科学 > 教育学

DOI： 10.6209/JORIES

书目管理工具

相关连结

问题回报

全文下载

国中教育会考数学科的回冲效应初探

Washback Effect From Changes to Comprehensive Assessment Program Math Test for Junior High School Students

张铭秋(Ming-Chiu Chang) ；黄瓅莹(Li-Ying Huang) ；陈佳蓉(Chia-Jung Chen) ；陈柏熹(Po-Hsi Chen) ；曾芬兰(Fen-Lan Tseng)

教育科学研究期刊； 67 卷 1 期 (2022 / 03 / 01) ， P227 - 254

繁体中文 DOI： 10.6209/JORIES.202203_67(1).0008

回冲效应；高风险测验；国中教育会考；数学非选择题； washback effect ； high-stakes test ； the Comprehensive Assessment Program for Junior High School Students (CAP) ； mathematic constructed-response items

0 个人觉得这篇文章赞

摘要 │ 参考文献 (29) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Purpose: This study investigated the effects of incorporating constructed-response items into the math tests in Taiwan's Comprehensive Assessment Program for Junior High School Students (CAP). Using questionnaires, this study explored the differences in junior high school math teachers' overall approaches to teaching and compared the assessment approaches used in preparation for the Basic Competence Test for Junior High School Students (BCT) with those used for the CAP. Literature Review: 2.1 Washback Effect. Hughes (2003) defined the washback effect as the effect of a test on teaching and learning, which may be positive or negative. Studies on the washback effect have been classroom centered, focusing on the curriculum, materials, pedagogy, assessments, feelings, and attitudes. 2.2 Possible Effect of Adjusting the CAP. The purposes of the CAP and BCT are different; therefore, the functions of the exams, scoring methods, types of test items, test times, and presentation of the test results differ. For a comparison of the CAP and BCT, please refer to the CAP website (https://cap.rcpet.edu.tw/index.html). The goal of adding constructed-response items to the CAP math test was to induce positive measurement-directed instruction, with the expectation that teachers would adjust their teaching and assessment methods according to the type of items on the CAP. The Ministry of Education, county and municipal education bureaus, and junior high schools attach great value to the CAP results; thus, teachers must respond to the expectations of school authorities and use various strategies to help students prepare for the examination, which may put pressure on teachers. Therefore, although the CAP has been administered for many years, whether math teachers can select appropriate and diverse forms of assessment in their regular teaching in response to the incorporation of constructed-response items is worth exploring. Methods: 3.1 Participants and Procedure. A survey was conducted with an online questionnaire, which was sent to all junior high schools, and three math teachers from each school were selected to complete the survey. After completing a general math teacher questionnaire, teachers with more than 5 years' teaching experience were asked to complete a math backwash questionnaire to ensure that those completing the questionnaire had teaching experience related to both the BCT and CAP. 3.2 Measures. This study used two types of teacher questionnaire and semistructured in-depth interviews as follows: (1) Questionnaire on the washback effect of the math test: This questionnaire had eight items and 35 subitems mainly investigating the curriculum, teaching materials, pedagogy, and assessment used by math teachers in preparation for the BCT and CAP. (2) General math teacher questionnaire: This questionnaire surveyed teachers' opinions regarding the CAP and their use of the Feedback ＂Report on Monitoring the Academic Quality of the CAP＂ in each school. (3) Semistructured in-depth interviews: Nine junior high school math teachers were asked in semistructured interviews for their comments on the results of the first two questionnaires. Results: (1) Approximately 70% of the teachers stated that they would spend more time on the instruction of test content covered by the BCT and CAP. (2) The teachers used textbooks as the main source of instruction for both exams, with additional practice of constructed-response items and sample questions from previous exams for the CAP (approximately 7.5% higher). (3) Most teachers used one-way lectures or two-way teacher-student techniques to prepare students for both exams. (4) The teachers placed the greatest emphasis on reading comprehension skills for the CAP, followed by communication skills. (5) No significant difference was detected in the proportions of item formats on regular midterm and final exams, even with the slight increase in constructed-response items. (6) Over 50% of the teachers thought the change from a norm-referenced to a criterion-referenced scoring system would not reduce students' test anxiety, and nearly 70% of the teachers believed that the new scoring system would reduce learning motivation. The findings of our study indicate a washback effect from the incorporation of constructed-response items into the CAP math test in junior high school math classes. Conclusions and Suggestions: 5.1 Conclusions. The characteristics of the math teachers' preparation for the CAP and BCT are compared as follows: (1) As the CAP items became more authentic and competency-based, teachers placed more emphasis on students' reading comprehension skills. (2) The addition of constructed-response items to the CAP led to adjustments in the types of test items and scoring methods used by teachers, with a greater emphasis on constructed-response items; this emphasis on constructed-response items was reflected in the teaching content. Although the BCT contains no constructed-response items, most teachers nevertheless prepare students for this type of item; regular assessments now include constructed-response items. Such changes in the content of instruction achieve the intended purposes of adding constructed-response items to the test, that is, to guide teachers' instruction, strengthen students' ability to communicate and express themselves in math, and make students' learning of math more comprehensive. 5.2 Suggestions. (1) Teachers should use the data from CAP test reports effectively to identify the test items on which students performed the most poorly and to further understand students' learning blind spots. (2) In addition to teaching mathematical knowledge, teachers should strengthen students' reading comprehension and communication skills to enhance their mathematical literacy. (3) To enhance the learning motivation of basic level students, a certain percentage of basic or easy items can be used in class to build confidence. Learning activities can be arranged in accordance with student abilities so that students of different ability levels can experience success in math.

参考文献 ( 29 ) 〈TOP〉

曾芬兰、游羽萱、蔡逸凡、陈柏熹（2019）。国中教育会考英语科听力测验实施的回冲效应。教育科学研究期刊，64（2），219-252。【Tseng, F.-L., You, Y.-X., Tsai, I.-F., & Chen, P.-H. (2019). A pilot study of the washback effect of the incorporation of English listening test in the comprehensive assessment program for junior high school students. Journal of Research in Education Sciences, 64(2), 219-252. 】
连结：
廖佩莉（2013）。倒流效应：香港全港性系统评估（TSA）对小学中国语文科教师的影响。教育研究月刊，228，86-102。【Liu, P.-L. (2013). The washback: The impact of the Hong Kong Territory-wide System Assessment (TSA) on primary Chinese language teachers. Journal of Education Research, 228, 86-102. 】
连结：
Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129.
连结：
Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting washback: A case-study. System, 30(2), 207-223.
连结：
Au, W. (2011). Teaching under the new Taylorism: High‐stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45.
连结：

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址