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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/9621

Title: 特殊教育工作者對身心障礙學生測驗調整意見之調查研究
Authors: 陳明聰;張靖卿
Contributors: 特殊教育學系
Keywords: 身心障礙學生;測驗調整;Test accommodation;Students with disabilities
Date: 2004-09
Issue Date: 2012-02-10T03:06:47Z
Publisher: 國立臺南師範學院特殊教育學系
Abstract: 本研究旨在探討國內特教實務工作者,對探供身心障礙學生評量調整方式之態度及其對相關問題的看法,採問卷調查方式進行,研究樣本包括特教行政人員、特教教師與倡道人士共計199位,以自編之「身心障礙學生評量方式調整意見調查表」作為蒐集資料的工具,所得資料以百分比、X2考驗、Cochran Q檢定等方式進行分析與統計考驗。主要研究發現如下:一、對身障學生評量調整權益的看法方面,除行政人員外,大部分受訪者認為政府在政策上並不重視,且法律的保障也不足夠。九成以上的受訪者認為政府有必要擬定相關的措施,而且認為提供身心障礙學生評量調整措施並不會損及普通學生的權益。二、對評量調整的範圍的看法方面,超過九成的受訪者認為「作答反應方式」、「試題呈現方式」、「施測情境安排」、和「測驗時限調整」是可行的。三、對如何執行評量調整之看法方面,九成以上的受訪者覺得應該把評量調整方式納入個別化教育計畫,而且申請的調整方式應是學生平時學習評量時即已獲准使用的。他們認為「IEP小組」和「特殊教育推行委員會」是校內考試時申請調整的決定單位;而「縣市政府的鑑定及就學輔導委員會」及「特教專家組成之審核小組」則為校外考試時的決定單位。而參加校外評量時,「個別化教育計畫」是重要的申請依據。 四、對使用評量調整所得之成績如何處理的看法,有七成五受訪者表示在其成績單上應加註說明,五成受訪者表示使用測驗調整後仍需給予加分。五、對目前特殊教育專業人員的素質與培育的看法,大部分的受訪者覺得目前國內特教專業人員評量調整的專業素質是不夠的,尤其是倡導人士組的比例更高;而提昇專業素質的方式,包括「辦理各種相關在職訓練研習」、「在原來的培育課程中增加評量調整的相關知能「與「提供評量調整的指引手冊」,其中特教老師傾向選擇「在職訓練研習」的比例較高。六、大部分的受訪者認為,目前實施評量調整最大的困難是「大眾對評量調整的認知不足」。
The study was aimed to investigate the special educators' opinion related to assessment accommodation for students with disabilities. 199 special educators, including teachers, administrators, and advocators, completed the questionnaires. Study results showed that (1)People working in special education, except administrators, thought that the policy was unvalued and the related regulations were insufficient. Most of the respondents agreed the necessity of developing assessment accommodation policy. (2)Most educators regarded "response", "presentation", "presentation", "setting", and "timing" as available types of accommodations. (3)Most educators thought that accommodations should be attached to the students' IEP as well provided during learning activities. (4)Three-fourths of the educators thought the scores from any testing with accommodations should be annotated. (5)Most educators, especially advocators, especially advocators, thought the competency of assessment accommodation for special educators was unqualified. Assessment accommodation related courses should be included in the professional training programs and in-service programs. (6)One of the major barriers to provide assessment accommodation is lacking of public awareness.
Relation: 特殊教育與復健學報, 12:55-80
Appears in Collections:[特殊教育系所] 期刊論文

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