本研究在探討如何編製一份高級中學數學科測驗試題，及如何從測驗結果，了解學生在各項概念中所可能產生之解題錯誤與原因。本研究以高中三年級數學甲第一章　“機率與統計(二)”　作為測驗評量試題之範圍。以高雄市兩所高級中學，共七個班級249位高三學生作為本次研究的測驗對象。
我們針對學生進行重測複本測驗，對樣本所得資料進行題目之試題分析、複本信度與效度分析，並建立各組測驗之常模。對於學生測驗成績進行學生問題表分析、迴歸分析等統計分析。分析結果，利用重測複本方式運算未檢討教學班級之信度值為0.6，利用Z分數轉換所得信度值為0.54，各校標效度值介於0.29到0.6之間，表面效度為0.83。整份試題對於此群體之學生屬於偏難之試題。就試題部分分析，約有25%試題難度低於0.3(難度愈低則試題愈難)，87.5%鑑別度適當，試題為優良與尚可之試題。就學生部分分析，10%學生學習穩定與良好，約有32%之學生學習力不足，學習不夠充分。38%學習尚稱穩定但仍需用功。利用回歸模型檢定，發現性別與分數並無顯著的相關；而複習與未複習之學生，則具有相當顯著的成績差異。
試卷成績分析表示此份試卷屬於還算優良之試題卷。教師可利用本研究所提之方法，在自編相關測驗時了解其所編製測驗之試題好壞，進而加以修改，並可建立各教師專屬之題庫。並可利用本研究所提之方法，讓教師能了解各學生之作答狀況與觀念不清之所在，進而對症下藥，提早補救，期能藉此提高學生之學習動機增進學習的信心與興趣。

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摘 要……………………………………………………… 1
目 錄……………………………………………………… 2
表 次……………………………………………………… 4
圖 次……………………………………………………… 5
附錄次……………………………………………………… 6
第一章　緒論……………………………………………… 7
第一節 研究動機……………………………………… 7
第二節 研究目的……………………………………… 8
第三節 測驗評量的發展史…………………………… 9
第二章　理論與相關文獻探討…………………………… 11
第一節 試題分析理論………………………………… 11
第二節 信度、效度分析理論………………………… 15
第三節 學生問題表分析理論………………………… 23
第四節 數學能力與性別差異………………………… 28
第三章　測驗設計與實施………………………………… 29
第一節 測驗對象……………………………………… 29
第二節 測驗方法與編制過程………………………… 31
第三節 研究之限制…………………………………… 34
第四章　結果與討論……………………………………… 35
第一節 測驗題項……………………………………… 35
第二節 信度、校度與常模之研究…………………… 37
第三節 學生問題表分析……………………………… 41
第四節 各類統計檢定………………………………… 43
第五章　結論與建議……………………………………… 48
第一節 研究結論……………………………………… 48
第二節 研究建議……………………………………… 50
參考文獻…………………………………………………… 52
附錄………………………………………………………… 55

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