本研究以問卷調查全國具代表性的抽樣樣本，詢問其對實施基本學力測驗（簡稱基測）成效的觀點。調查發現，受試學生大致覺得基測的試題屬於難易適中到偏困難程度、取材均勻且具代表性、大致能與學生生活經驗結合、且命題有變化、活潑創意富彈性，同時，試題數量適中到稍微偏多之間；雖然，量尺分數的計分大致公平，但對兩極端得分者較不公平、考試作答時間大致夠用、一年舉行兩次測驗亦稱恰當，且兩次測驗之間以隔二週至二個月的時間為宜；該測驗能否測量到受試學生的真正實力是令人質疑的、以測驗成績作為升學依據之一，其公正性遭到質疑，且無法有效降低學生升學壓力和減少補習次數；維持目前考五科，且都是選擇題型試題的考試現況最好。整體而言，雖然不滿意，但還可以接受基測。最後，本研究歸納提出結論與建議，供教育政策制訂與後續研究參考。 The purpose of this study is to investigate the effectiveness of the Basic Competency Test for Junior High School Students (BCT) administered in high school entry exam. Over 15,000 representative subjects are sampled and investigated by a self-constructed questionnaire. Results show that subject feel that item-difficulties of BCT are adequate to a little hard, item-contents are sampled equally and representatively, matched with students’ life experiences, item diversity and variation are contained, but the numbers of items are a little more than enough. The scaled scores are used unequally to all students. Twice administration of BCT is adequate, and two weeks to two months between each exam administered are also agreed. The validity and equity to students’ true abilities are doubted. The BCT cannot effectively reduce the pressure of entry exam and times of coaching to most students. Maintaining current status of five-subject exams and all selection-typed items are welcomed by all students. In sum, not satisfied, but contained of BCT as an entry exam to all students. Finally, implications of these findings are explained and suggestions for improving policy-making, performance evaluation, and future researches are also proposed.
政大教育與心理研究 27(3),457-481 Journal of Education ＆ Psychology