• 作者： 林妙香
• 作者服務機構： 中央研究院統計科學研究所
• 中文摘要： 本研究以北、高二市79及80學年度參與自願就學方案試驗學校班級學生為樣本，依據樣本學生之各類學科成績為資料來源，探討班級常模五分制之不公平性，學理及技術層面缺失及其教育負面效應。本研究發現：（1）班際間之三大類學科成績分佈不可視為來自相同的常態分佈；（2)班級常模五分制忽略班際及校際師生素質之差異，致使不但不能適切地區分同等第學生能力，而且甚至模糊不同等第學生能力；（3)班級常模五分制忽略學生於三大類學科成績呈現不同的性向發展及不能彰顯教師教學績效的重要性。 班級常模五分制之學理及技術層面缺失衍生分發上產生極大落差。就錄取率為25％或30％時，本研究發現最高錯誤分發率估計值分別為71％及75％，而落差人數估計值分別為4219及4543。這些數值就教育分流理念而言，意涵流失培養學術人才機會。錄取率25％或30％為高中、五專及高職分流界點，就實質培養學術人才而言，落差比率及人數之流失應為二倍，因為應分流入高中就讀之學生反而被刻意地分流入專科或高職就讀，而適合就讀專科或高職之學生反而被刻意地分發至高中就讀。 本研究顯示班級常模五分制公平範圍只限於免試升學及成績考查。班級常模五分制所衍生的教育負面影響計有：(1)損害中上素質學生權益；（2)忽略教師素質差異，教學績效重要性，及家長學生努力的代價；（3)分發上產生落差，流失培養人才的機會。 本研究提出下列兩點修正方案以減低班級常模五分制所衍生的教育負面效應。修正方案A為：加計統一會考（或聯考）成績且比例為70％。修正方案B為：若校際師生素質趨平衡以學校為常模。無論班級或學校常模二者皆屬篩選評鑑辦法。提昇教育品質諸如適性啟發教學，培養創造獨立思考能力等，則有待教育過程之改進。本研究亦指出以常態編班扣緊成績常態分佈之教育學理缺失。
• 英文摘要： The R.O.C.Ministry of Education has stipulated a reform by which the placement of juniorhigh school graduates into high schools is based entirely on what is called a“relative five-rankscoring system under a class norm.”The central idea behind this scoring procedure is that astudent's raw-score performance for a specific subject can be transformed-relative to his class-mates' performances-into five ranks based on pre-determined proportions established from anormal distribution. Consequently, the equity of this scoring procedure is contingent uponwhether or not distributions of class performances on individual subjects are from the samenormal distribution. This study discusses the lack of fairness of this scoring procedure by showing that thecondition of same-level performance among different classes is difficult (if not impossible) toachieve. For example, 3,807 distributions of class performances on school subjects were ob-served as varying in both shape and in the first four moments. In addition, the basic assumptionof this reform reflects an absurd assertion that performance progress among classes can bemaintained at the same level over a three-year period. The negative impacts of this scoring procedure include: (1) the misplacing of students intounsuitable academic tracks (thus ignoring individual academic interests), and (2) neglecting theimportance of teacher accountability on student achievement. The author suggests two correctedscoring procedures for reducing these adverse impacts. In addition, the author questions theextent to which a change in scoring procedure will achieve an increase in educational qualityfor junior high school students.
• 中文關鍵字： 國中教育; 班級常模; 入學政策; 常態分佈; 常態編班; 教學績政; 五育均衡
• 英文關鍵字： --