以全納課程為本的香港融通學習成效量表(SCALE)之等級量尺分析檢視

過去的研究結果顯示，需要為有特殊教育需要的學生髮展一些具實用性的學與教套件，包括相關的評估、課程與教學策略，藉此促進全納教育的發展。為響應此號召，香港9所特殊學校的教師團隊為智障生研發了一套以連接特殊學校與主流學校的課程的評估工具，稱為“融通學習成效量表(SCALE)”。目的：本研究目標，在於以等級量尺模式檢視融通量表的信效度，驗證近期研發的融通量表在評估具特殊教育需要的學生於香港主流課程中的四個主要學習領域的學習能力表現水平時是否達到其研發目的。方法：本研究採用了等級量尺模式來檢視融通量表的信效度。依據受試者個人能力差異的邏輯函數判斷答案正誤的機率，檢測使用融通量表之觀察數據與等級量尺模式的預期數據匹配的適合程度、點數測量相關係數、個人/題項信度及主成因素構念向度分析。結果：從統計數據顯示出融通量表擁有極高信效度，能將學生分為13個不同的學習能力水平級別，且題項難度範圍足夠將學生能力分為8~11個學習能力表現水平級別。所有的題項分數都與預期總分具非常高的相關性，證明融通量表具單一構念向度，也就是說，融通量表僅僅測量了學生的學習能力表現水平，而不是測量他們學習的其他方面。結論：從評估學習的角度，本文進一步討論課程評估測量法的使用如何在績效責任上產生作用；以及對於協助教師指導學習能力水平各有差異的學生的影響。
Background: Past research has reflected the needs to develop measures in the area of assessment, curriculum and teaching strategies for pupils with special educational needs. The SCALE, an assessment instrument to align assessment with the central curriculum for pupils with intellectual disabilities was developed by a team of teacher leaders from nine special schools in Hong Kong. Aim: The objectives of this study are to critically evaluate the validity and reliability of the SCALE attainment scales for each strand in four key learning areas (KLA) of the central curriculum of Hong Kong using Rasch analysis. Method: The SCALE data was calibrated using the Rasch measurement model. By calculating the probability of a response by right or wrong answers in terms of a logistic function of the difference between the ability of the person taking the test, Rasch analyses on the assessment data were carried out in the form of model fit statistics, point-measure correlation coefficient, person / item reliability and principal component factor analysis on dimensionality. Results: The Rasch statistics indicate that SCALE possesses a high degree of validity and reliability. It can classify pupils into at least 13 levels of abilities, and that the range of item difficulty is capable of stratifying pupils’ abilities into at least 8 to 11 attainment levels. The result also supports the uni-dimensionality of the SCALE. That is, SCALE solely measures the attainment levels of the pupils but not other aspects of their learning. Conclusion: The use and the impact of SCALE in providing evidenced-based outcome data to document progress of pupils across their years in education, and, to inform school-based curriculum planning are further discussed. Copyright © 2013 Kwan-Lan Vicky Tsang et al.