HKIER

摘要

本文首先闡釋教學與評核的緊密關係，帶出欲建構的萌發式故事閱讀理解綜合評核系統的重要性。接著，以Feldman（1994）的非普遍性理論為基礎，配合Palincsar & Brown（1984）的交互教學法為閱讀指導手段，運用故事書和故事板為評核工具，建構適用於評核幼兒萌發式故事閱讀理解的概念模型。當考慮綜合評核系統的原理後，再按概念模型發展出綜合評核系統實施架構，期望以此架構指導閱讀教學實驗。最後建議利用Messick（1989）的統一建構效度理論，闡釋評鑑系統信度和效度的程序和方法。

關鍵詞：萌發式故事閱讀；綜合評核系統；統一建構效度理論

Abstract

This paper begins with an explanation of the inter-relationship between teaching and assessment as well as points out the importance of developing an integrated assessment system for emergent story reading comprehension. Based on Feldman's (1994) non-universal theory and Palincsar and Brown's (1984) reciprocal teaching methods as reading instruction strategies, this paper makes use of storybook and storyboard as assessment tools and constructs a conceptual model of an integrated assessment system for evaluating young children's emergent story reading comprehension. After considering the principles underlying an integrated assessment system, an implementation framework is formulated in accordance with the conceptual assessment model. Finally, with reference to Messick's (1989) theory of unified construct validity, the procedures for evaluating the validity of the integrated assessment system are presented.