跨學科主題統整素養大型教育評量發展：國中七年級學生表現探究
Author(s):
Yi-Ching Chiu (Department of Education Psychology and Counseling, National Taiwan Normal University)
Shu-Wen Chen (Hsinchu Zhu Guang Junior High School)
Ching-Jun Cheng (Master Program in Crime Prevention, Providence University)
Jin-Chang Hsieh (Research Center for Testing and Assessment, National Academy for Educational Research)
Abstract:
This paper integrates the thinking levels of large-scale international education assessments such as NAEP, TIMSS, and PISA, aiming to establish a framework for interdisciplinary literacy assessment spanning multiple subjects. Based on the content of various subject areas in the Taiwanese grade 7 curriculum guidelines, items are designed around daily life situations to closely reflect actual educational settings and students’ lives. This research develops standardized assessment for interdisciplinary integrated literacy, aiming to explore the performance of junior high school students in interdisciplinary integrated literacy abilities and provide specific teaching recommendations. For this purpose, 9,009 grade 7 students were selected for assessment. The study estimates students’ performance through plausible value. The results indicate a significant correlation between students’ interdisciplinary literacy and their performance in foundational subjects, suggesting that foundational subject knowledge forms the basis of interdisciplinary literacy abilities. However, possessing subject knowledge alone is not sufficient to develop interdisciplinary integrated literacy abilities. Regarding thinking levels, as the level of thinking increases, students’ performance in interdisciplinary integrated literacy abilities becomes worse, especially in level of interpret and evaluate. Gender and regional differences exist in the performance of grade 7 students in Taiwan in terms of interdisciplinary integrated literacy, with female students outperforming male students, and students from digitally mature areas, non-remote areas, northern regions, central regions, and metropolitan core areas demonstrating better interdisciplinary integrated literacy abilities than those from other regions, indicating urban-rural disparities in interdisciplinary integrated performance among Taiwanese students.
Keywords:
large-scale assessment in education、integrated thematic、plausible value、interdisciplinary literacy
