本研究旨在結合學習進程（learning progressions）與學習可能發展區（zone of proximal development; ZPD）的理念，開發氧化還原學習進程的評量工具，並透過實施評量回饋教學界定學習的ZPD，以幫助教育現場的教與學。
首先，本研究根據BEAR（Berkeley Evaluation and Assessment Research）評量架構，發展氧化還原學習進程的評量試題。評量發展團隊成員含括6位化學、科學教育和教育評量領域學者專家，以及3位教學經驗豐富的國中和高中資深化學教師。團隊成員歷經24次的工作會議，完成28題可評量氧化還原學習進程的次序性選擇題（ordered multiple-choice; OMC)。試題預試對象為626位國中學生（國二304位、國三322位）；正式施測對象為903位國三學生。
其次，研究者與2位國中理化教師透過7次的工作會議，設計評量回饋教學的流程，並完成教材的開發。最後，透過實施教學實驗，檢驗評量回饋教學對學生氧化還原概念理解的影響，並界定學習氧化還原概念的ZPD。實驗設計採用不等組前後測準實驗設計，參與對象包括高雄市3所學校的196位國二學生（男101位、女95位）。
研究主要發現：（1）BEAR評量架構和Rasch測量模式的分析方法，能開發具多元效度證據的學習進程評量工具。（2）實徵資料支持氧化還原的學習進程是「從單一概念的理解到多重概念的理解，從分散的次概念到整合的主概念。」（3）評量回饋教學能有效地增進學生的科學概念理解。（4）學習進程的評量方式有助於界定學習的ZPD，讓抽象的ZPD落實於實務教學中。
本研究的主要貢獻在於結合學習進程與ZPD的理念，提供一個落實ZPD理念於教學現場的操作範例，並呈現一套如何運用BEAR評量架構和Rasch分析技術，開發學習進程評量工具的方法，以及開發一套適用於國中階段的氧化還原學習進程評量工具和評量回饋教學教材，希冀對於科學教育研究和實務工作能有所啟發與助益。

This study aims to develop assessment which measures learning progressions for important scientific concepts such as oxidation-reduction (redox) and to identify students’ zone of proximal development (ZPD) through teaching practice incorporating assessment feedback.
The assessment items of redox were developed based on the framework of the BEAR (Berkeley Evaluation and Assessment Research) Assessment System. Six experts from chemistry, science education, and educational assessment, and three high school chemistry teachers with fruitful instructional experiences were recruited into the assessment team. Through 24 panel discussions, 28 ordered multiple-choice items were developed. Two samples of Taiwanese middle-school students participated in the test development: one for item revision and the other for validation. Sample 1 and 2 consisted of 626 middle school students (304 8th graders and 322 9th graders) and 903 9th graders, respectively.
The materials for instruction integrated assessment feedback were designed by the researcher and two middle-school science teachers through seven group meetings. A teaching experiment was implemented to examine the effect of assessment feedback on students’ understandings of redox and to identify their ZPD. The teaching experiment employed a quasi-experiment with a non-equivalent-group pretest-posttest design. Participants were 196 eighth graders (101 boys and 95 girls) from three middle schools.
The findings showed that (a) the BEAR assessment system and Rasch measurement approaches provided a feasible framework for developing validated tools to assess learning progressions; (b) the empirical data supported students’ learning of redox concept usually progressed “from uni-structure to multi-structure” and “from discrete sub-concepts to integrated concepts”; (c) the teaching practice integrated assessment feedback effectively facilitated students’ understanding of scientific concepts; (d) the assessment of learning progressions provided a mechanism for identifying students’ ZPD and helped realize the abtract idea of ZPD in teaching practices.
The main contributions of the study included (a) demostrating how to carry out the idea of ZPD into teaching practices through linking learning progressions and ZPD; (b) presenting how to apply BEAR assessment system and Rasch techniques to develop tools for assessing learning progressions; (c) developing a set of items for assessing learning progressions of redox and a series of materials for teaching practices integrated assessment feedback.

論文審定書………………………………………………………… i
誌謝………………………………………………………………… ii
中文摘要……………………………………………………………iii
英文摘要……………………………………………………………iv
第一章 緒論
第一節 研究背景 ……………………………………………1
第二節 研究問題 ……………………………………………10
第三節 研究目的 ……………………………………………10
第二章 文獻探討
第一節 氧化還原概念的學習與教學 ………………………11
第二節 BEAR評量系統 ……………………………………16
第三節 評量與教學的連結 …………………………………21
第三章 研究方法
第一節 氧化還原評量試題的開發 …………………………26
第二節 評量試題的施測與分析 ……………………………32
第三節 評量回饋教學的實施流程 …………………………36
第四節 評量回饋教學實驗 …………………………………38
第四章 研究結果
第一節 預試試題品質的檢核 ………………………………47
第二節 正式測驗的信、效度 ………………………………50
第三節 評量回饋教學效果 …………………………………63
第四節 學習可能發展區之界定 ……………………………70
第五章 討論與結論
第一節 討論 …………………………………………………73
第二節 結論與建議 …………………………………………79
參考文獻 …………………………………………………………81
附錄
附錄1評量發展團隊工作歷程………………………………91
附錄2氧化還原概念圖………………………………………93
附錄3氧化還原命題陳述……………………………………94
附錄4評量回饋教學規劃歷程………………………………96
附錄5教學簡報………………………………………………98
附錄6學習診斷圖範例說明…………………………………105
附錄7學習單填寫範例說明…………………………………108
附錄8試題選項概念理階層次說明…………………………114
附錄9 評量回饋知覺問卷……………………………………141
附錄10專家審查說明…………………………………………142
附錄11二階段診斷試題………………………………………144
附錄12試題命題陳述分配表…………………………………163

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