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该研究是一个关于小学生自我导向学习的大型研究的一部分。该大型研究使用了为期26个月的纵向设计,每半年收集数据一次。研究只限于分析基线数据,旨在开发《教学反馈量表》,并以Rasch评定量表模型验证其效度。研究样本是4,507名就读于三年级至五年级、来自26间学校的小学生。学校样本具香港资助小学代表性。结果表明,所有量表均呈现单一向度。它们的Rasch主成份分析首对比残差的特征值均低于2.0。而且所有项目的内、外合适度(Infit,Outfit)均于0.5和1.5之间。各量表的Rasch模型的人信度均在0.8以上。此外,选项的运作良好。项目也没有性别DIF。这项研究开发和验证了《教学反馈量表》,而且创建了关于小学生对学习反馈的态度的新知识,有利于将来设计教学反馈干预策略和研究。
The study is part of a large study of pupil self-directed learning. This large study uses a 26-month vertical design that collects data every six months. The study was limited to the analysis of baseline data to develop a “teaching feedback scale” and to validate its validity using the Rasch Rating Scale Model. The study sample was 4,507 pupils from grade three to grade five from 26 schools. Sample school with Hong Kong aided primary school representative. The results show that all scales show a single dimension. The eigenvalues of the first comparative residuals of their principal component analysis of Rasch are less than 2.0. And all projects have an internal and external fitness (Infit, Outfit) between 0.5 and 1.5. The Rasch model reliability of all scales are above 0.8. In addition, the options work well. The project also has no gender DIF. The research developed and validated a “teaching feedback scale” and created new knowledge about pupils’ attitudes toward learning feedback, which will help to design teaching feedback intervention strategies and research in the future.