This research highlights the importance of considering the degree students’ integration into school classes when estimating school effects. Combining and using two different datasets collected before and after education reform in Taiwan, the study compares school effects under two different education systems in order to answer the question about the efficiency of education reform. I estimate multilevel growth models to assess how school environments affect changes in students’ initial and change rate of their academic performance across junior high school years. Besides, two-part random-effects models are also introduced into the analyses to testify how school environment influence adolescent performance in their high school enrollments. My results support and extend Blau’s structural theory, revealed that school contexts and school networks directly and indirectly influences students’ performance in their school classes and in their high school enrollments, suggesting students’ outcome are conditioning by the local structure, the school environments. However, through making more friends inside and outside school classes, students still have their own power to modify the environmental impacts on themselves. With respect to the comparisons of school effects on individuals’ performance under two different education systems in Taiwan, the decreasing peer influences and the decreasing significance of school networks indicate that the school effects gradually decline after the administration of education reform. One should note that simply a little change on education system might alter students, parents, and teachers’ behaviors. The decreasing peer effects and the decreasing school effects on students’ academic performance suggesting that students might change their behaviors on interacting with their friends and change their behaviors at schools in order to jostle higher education after education reform. The increasing cram schooling and the increasing significance of family SES support the inference that students modify their behaviors to come up against the education reform in Taiwan. These findings suggest the need for more panel datasets collected from the newly cohorts after education reform was administrated for a period and the need for more studies of education reform and school effects, to have more understanding about the mechanisms of school efficiency.

瑪格麗特‧愛特伍的《瘋狂亞當三部曲》描繪了當代讀者所熟悉的世界: 一個受新自由主義浪潮席捲的社會。當政府權力被龐大財團架空，自由國家的民主核心價值早已崩解。 本篇論文的論點延伸自Chris Vials 的文章，並試圖以新自由主義統治論述來解釋小說中民主與極權融為一體的情況。第一章解釋新經濟思維使個人與社會產生疏離，以統治極端分化的社會階層。第二章則闡述小說中的國家已陷入例外狀態，法律受到懸置，而圍牆的設立強化了排除生命的機制並且產生 “裸命”。在最後的章節將探討上帝的園丁會 “生命-形式” 的革命以及《瘋狂亞當》的主角澤伯所展現的 “無身份” 抵抗的可能性。 如同書中角色，身處於當代的讀者正受到這股 “未來的浪潮” 推進向前卻同時又受到過去的夢靨所困。世界大戰、猶太人集中營不只是已過去的歷史事實，他們以不同形式再現且縈繞不去。如何撿拾過去的傷痛與錯誤，承接死去之人的意志正是我們必須肩負的責任。 / In Margaret Atwood’s MaddAddam trilogy, the author imagines a near future that is too familiar for the reader who live in the contemporary period, a neoliberal society. Through the depiction of a hollowed-out nation replaced by a giant consortium, she lays bare a truth that democracy is going to collapse. Based on Chris Vials’ article, “Margaret Atwood’s Dystopic Fiction and the Contradictions of Neoliberal Freedom,” this thesis furthers to elaborate the integration of democratic regime and totalitarianism by discourse of neoliberal governance: the neoliberal rationality alienates individuals, uniting the divided social stratifications. In the second part, I suggest that the nation falls into an anarchy since it has already entered into a state of exception, which gives rise to “bare life.” The exclusion mechanism is represented by the construction of “the Walls.” The third chapter aims to discuss the possibility of resisting the new form of sovereign power in practice of the God’s Gardeners about how to live “form-of-life” and politics of “(non)-identity” deployed by Zeb, the protagonist of MaddAddam. Like the characters, we stand in the intersection of the “Wave of future” and the recurring nightmare in the past. Global wars and concentration camp are not only historical facts but recurring events. It is our responsibility to recall the memory, remember the pain, and inherit the will of the dead.

本研究從2009-2010全國成人煙草使用率的調查數據，研討不同類型的戒菸方式對於個體行為異質性所造成的影響。先前的研究顯示有意願想要戒菸的吸菸者有外部戒菸控制方式的需求，然而我們無法在有限的研究中找出相同的吸煙者不滿意對於外部戒菸的控制需求。此外我們發現，高成癮率和高程度的吸菸量提高吸煙者對尼古丁替代物或其他藥物的需求。我們在這份研究中甚至發現，無知的雙曲線貼現吸煙者降低外部需求的戒菸者對於禁煙令或香煙稅當中的關係。 / Using data from the 2009-2010 National Adult Tobacco Survey, this study investigates how the heterogeneity of individual behaviors affects demand for different types of cessation supports. Previous studies have demonstrated that smokers with a desire to quit have a demand for external cessation controls, however, there is limited research into how those same smokers demand individual disutility decreasing supports like nicotine replacement or counseling. We find that high addiction and consumption levels increase the demand for nicotine replacement or other medication. We also find support linking naïf hyperbolic discounters to lower demand for external cessation supports like smoking bans or cigarette taxes.

過去關於父母參與效果的研究發現：父母參與有助於提升子女的學習成就。由於父母參與被視為一種社會資本或文化資本的延伸，父母參與的愈多，其子女學習效果也愈好。有鑑於此，本研究主要在探討父母參與在家庭社經地位和子女學習成就之間所扮演的角色，並將研究目的細分為三個研究議題。首先，根據智力發展理論與認知能力成長曲線相關研究，第一個議題探討臺灣青少年學生學習成長軌跡的發展與變化情形為何？接著，運用 Bourdieu 的文化資本與 Coleman 的社會資本的概念說明父母參與的重要性，其它兩個議題則探討家庭社經地位對子女學習成長軌跡的影響歷程中，父母參與扮演著中介效果還是交互作用效果？ 原始資料來源取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公共使用版中的第一波到第四波國中長期追蹤樣本，使用潛在成長曲線模型進行次級資料分析。研究結果發現：1.就整體學習發展型態來看，臺灣青少年學生學習成長軌跡的發展是一種非線性遞增減速的成長曲線，年級愈高，學習成長速率愈慢；2.就個別學習成長軌跡而言，學生間起始狀態與成長速率有個別差異現象，進一步透過潛在成長混合模型的分析，發現學生學習成長軌跡的發展型態並無類別上的差異；3.學生的起始能力會影響學習成長速率的變化而產生馬太效應；4.隨著時間的遞移，高起始能力組的學生，其學習成長速率高於低起始能力組的學生，兩者的學習成就間差距會逐漸擴大而產生扇形擴散效應；5.父母參與對子女學習成就表現有顯著正向的短期立即效果與長期延宕效果，但波段與波段之間的延宕效果則沒有顯著差異；6.在家庭社經地位對子女學習成長軌跡的影響歷程中，父母參與扮演著部份中介而不調節的影響效果。 最後，依據上述研究發現，就研究結果與研究方法兩方面，將提出相關研究建議以供實務參考及後續研究之用。 / The previous research has shown that parental involvement produces measurable gains in student achievement. Since parental involvement is seen as a form of social capital and cultural capital, it is possible that the more a student owns parental involvement, the bigger the effect is. Thus, this study explores what role parental involvement plays between parents’ social-economic status and their children’s academic performance. The major purpose is further categorized into three specific questions. Based on the intelligence developmental theory and growth curve analyses of cognitive ability, the first is to inquire what patterns the development and change of academic growth trajectories of Taiwanese teenager’s academic performance are. Using the concepts of Bourdieu’s cultural capital and Coleman’s social capital to explain the importance of parental involvement, the other two purposes are to explore whether the effects of parental involvement on adolescent academic growth trajectories are mediated or moderated by family socioeconomic status. Using the data from the public released core panel data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007, this study employs the method of the latent growth curve modeling to address research questions. The results are the following: (1) Academic growth trajectory of Taiwan adolescence’s achievement reveals a nonlinear de-accelerating growth curve; (2) There are significant individual differences in both the initial status and growth rate of achievement among students, but further employing different latent growth mixture models shows no individual differences in the patterns of academic growth trajectories; (3) The Matthew Effects occur in the academic growth trajectories of Taiwanese teenagers; (4) Students with lower initial status learn more slowly over time than those with higher initial status do, and the “fan-spread” effect is found; (5) There are positive short-term and longer term effects of parental involvement on the Taiwanese adolescents’ academic achievement performance, but no significant difference among patterns of longer term effects over 6 years; (6) The effects of parental involvement are partially mediated, but not moderated by family SES. Finally, the study discusses the implications of parental involvement and suggests directions for future research.

本篇論文擴充Ang et al. (2007)之基本架構,分別建構台灣各式月資料與季資料的物價指數預測模型,並進行預測以及實證分析。我們用以衡量通貨膨脹率的指標為 CPI 年增率與核心CPI 年增率。我們比較貨幣模型、成本加成模型、6 種不同設定的菲力浦曲線模型、3 種期限結構模型、隨機漫步模型、 AO 模型、ARIMA 模型、VAR 模型、主計處(DGBAS)、中經院(CIER) 及台經院(TIER) 之預測。藉由此研究,我們可以完整評估出文獻上常用之各式月資料及季資料預測模型的優劣。 我們實證結果顯示,在月資料預測模型樣本外預測績效表現方面, ARIMA 模 型對 2 種通貨膨脹率指標的樣本外預測能力表現最好。至於季資料預測模型樣本外預測績效表現, ARIMA 模型對未來核心 CPI 年增率的樣本外預測能力表現最好; 然而,對於 CPI 年增率為預測目標的預測模型則不存在最佳的模型。此外,實證分析中我們也發現本研究所建構的模型預測表現仍遜於主計處的預測,但部份模型的樣本外預測能力表現則比中經院與台經院的預測為佳。 / This paper compares the forecasting performance of inflation in Taiwan. We conduct various inflation forecasting methods (models) for two inflation measures(CPI growth rate and core-CPI growth rate) by using monthly and quarterly data. Besides the models of Ang et al. (2007), we also consider some macroeconomic models for comparison. We compare some Monetary models, Mark-up models, six variants of Phillips curve models, three variants of term structure models, a Random walk model, an AO model, an ARIMA model, and a VAR model. We also compare the forecast ability of these model with three different survey forecasts (the DGBAS, CIER, and TIER surveys). We summarized our findings as follows. The best monthly forecasting model for both inflation measures is ARIMA model. For quarterly core-CPI inflation, ARIMA model is also the best model; however, when comparing the quarterly forecasts for CPI inflation, there does not exist the best one. Besides, we also found that the DGBAS survey outperforms all of our forecasting methods/models, but some of our forecasting models are better than the CIER and TIER surveys in terms of MAE.

個人學習動機向來被認為是影響學習成就的重要因素，但是家庭也對學生的學習提供特定的脈絡條件。因此，在探討學生學習成就與時間發展效應之時，若能同時納入個人與家庭因素，並探討其間的交互作用，將能對於兩者的影響力進行客觀的檢驗。本研究的目的主要在探討臺灣青少年學習成就的成長軌跡變化型態，以及家庭文化資本與個人學習動機對於學習成就成長軌跡的影響機制。其中學生的文化資本是來自家庭父母所傳遞下來的先天條件，係屬於一種結構因素；而學生的學習動機則是來自個人後天的努力與學習的正向動力，係屬於一種個人因素。具體而言，本研究目的分為三個主要的研究議題，首先，根據Bourdieu（1977）的文化資本概念，以及Bandura（1977, 1986, 1997）與McInerney和McInerney（1994）的學習動機觀點，探討這兩個重要解釋變數對於各波學生學習成就的影響情形；再者，根據Sternberg（1985, 1986, 1988）的智力三元論觀點探討學生學習成就的成長變化情形；最後，探討文化資本與學習動機對於學生學習成就成長軌跡的交互作用效果。 研究資料取自臺灣教育長期追蹤資料庫（Taiwan Educational Panel Survey）的四波追蹤樣本，以潛在成長曲線模式進行次級資料分析。研究結果發現：1.臺灣青少年的學習成就成長軌跡呈現非線性的遞增漸緩的成長曲線；學生在學習成就的起始能力與成長速率存在個別差異，且學生的起始能力與成長速率具有正向的關係，顯示隨著時間的遞移，起始能力高與低的學生，其能力的差距會逐漸擴大。2.文化資本與學習動機對於學習成就成長軌跡的影響未具交互作用，顯示個人的學習動機並不能減緩或反轉文化資本對於學生學習成就的影響。3.文化資本與學習動機對於學生學習成就的主要效果，在學習的早期階段，存在正向的影響效果，但影響力會隨著時間而逐漸降低。4.文化資本係影響學生學習成就成長軌跡的重要因素，文化資本的豐富與不足會加劇學生學習成就的差距，因而造成強者恆強、弱者恆弱的「馬太效應」現象。最後，依據上述的研究發現，分別提出教育實務上、未來研究與對資料庫研究的建議，以供相關教育人員與研究者參考。 / Individual motivation has always been recognized as the key factor for influencing the students’ learning achievement. However, the family of the students is also considered as an important contextual determinant. As a result, in order to analyze the students’ learning achievement against the temporal effect of time, it is imperative that the factor of family background should be included for understanding the interaction of the factors on the learning achievement. The primary goal of this study is to inquiry the patterns the development and change of learning achievement growth trajectory of the Taiwan adolescent. Particularly, this study explores the effects of family cultural capital and learning motivation on adolescent learning achievement growth trajectory. By definition, family cultural capital which is a structural factor refers to the inherent characteristics that are passed down from the students’ parents. On the other hand, the students’ learning motivation which is a personal factor refers to the extrinsic factor that arises from later days’ hard work and positive learning efforts. In terms of research objectives, this study tries to integrate the Bourdieu’s (1977) perspective of cultural capital, and Bandura’s (1977, 1986, 1997) as well as McInerney and McInerney’s (1994) concept of learning motivation into a framework for examining the effects of the learning growth of different waves of students. Secondly, by applying the Sternberg’s (1985, 1986, 1988) triarchic theory of intelligence to examine the changes of the students’ learning growth trajectory. Finally, to analyze the interaction between the students’ cultural capital and learning motivation on their learning achievement trajectory. The data using in this study was selected from the longitudinal database Taiwan Educational Panel Survey (TEPS). A total of four waves of students’ data were downloaded and analyzed as secondary data using the latent growth curve modeling (LGCM). Major results of the study were followed: First, the learning achievement trajectory of Taiwan adolescents’ seemed to be gradually growing in a non-linear incremental curve; it also shown that at the beginning the students’ learning achievement displayed significant individual differences. Likewise results also revealed a positive relationship between the students’ initial status and growth rate of learning achievement. That is, as the passing of time, the initial status of learning achievement affected the growth of disparity among the students. Second, there were no significant interaction effect between the students’ cultural capital and learning motivation on the learning achievement growth trajectory. This means that the students’ learning motivation cannot moderate the effects of cultural capital towards the learning achievement. Third, results revealed that the main effects of the students’ cultural capital and learning motivation on the learning achievement were occurred on the early stages of learning. A significant positive effect was found in these stages, however, the positive effect gradually decreased along with the passing of time. Fourth, it was found that the minimal effect of students’ cultural capital on their learning achievement growth trajectory was determined by the abundance or deficiency of the former. The amount of cultural capital also determined the distance of the students’ gap. In other words, a phenomenon of the Mathew effect was supported; wherein the students who are in a strong stand will get stronger later on, while the weak shall get weaker. Besides the findings mentioned above, recommendations for further study and limitations of the present study were given at the end.

University of Macau / Faculty of Social Sciences and Humanities / Department of Chinese

科学研究費補助金 研究種目:基盤研究(B) 課題番号:17402025 研究代表者:薛 進軍 研究期間:2005-2007年度

本篇文章將採用長期記憶模型之一的HYGARCH模型，搭配1985年廣場協議後的日圓匯率期貨資料來估計日圓期貨匯率買入和放空部位的日報酬風險值，探討控管日圓匯率期貨在使用上的風險。為了更準確地計算風險值，本文採用常態分配、學生t分配以及偏態學生t分配來作模型估計以及風險值之計算。 本文實證的結果將有兩方面的貢獻：首先，實證結果顯示當我們採用厚尾分配估計風險值時，樣本內風險值的估計誤差會與信賴水準的高低呈正比的現象，證明在極端的風險值估計上，厚尾分配均有較佳的表現。其次，與其他使用HYGARCH模型研究日圓匯率的文章相較，本文在風險控管層面上所提供的偏態學生t分配，於估計風險值時，比起只考慮厚尾的對稱學生t分配將來得更為有效，其不但在估計誤差上較小，而且根據Kupiec檢定法，其在樣本內的風險值估計也有較好的表現。此外，本文也將多方證明此資料的偏態分配屬於右偏。 / In order to manage the exposure of the dollar/yen futures returns with regarding the long memory behavior in volatility, we use the HYGARCH(1,d,1) model with the data after the Plaza Accord to compute daily Value-at-Risk (VaR) of long and short trading positions. To take into account the fat-tail situation in financial time series, we estimate the model under the normal, Student-t, and skewed Student-t distributions. The contribution of this article is twofold. First, the empirical results show that the bias of in-sample VaR increases as the confidence level increases when VaR is calculated with a fat-tail distribution. Second, we provide a better distribution, the skewed Student-t innovation, for estimating the HYGARCH model for the Japanese yen in respect of risk management because the bias under the skewed Student-t innovation is smaller than that under the Student-t distribution, and in-sample VaR of the models with a skewed Student-t distribution outperforms based on Kupiec test. In addition, we get the innovation skewed to the right through the in-sample VaR analysis.

本研究目的，乃在運用試題反應理論中最大測驗訊息量的概念於精熟標準設定上作為探討的主軸，透過其歷史的演進與發展，衍生出詮釋本研究最大測驗訊息量法的三個面向，分別為：元素的搭配組合與調整、廣義測驗建構流程、多元效度等，並以此概念賦予解釋運用最大測驗訊息量於精熟標準設定時的合理性與適切性。同時，確立最大測驗訊息量法於公式意涵、試題選擇與統計考驗力面向的合理性，建立其於精熟標準上的理論基礎，而後，再輔以精熟/未精熟者分類一致性信度值以期提供多元效度證據。最後，探討測驗分數的轉換方法、差異能力描述，期能同時獲得量與質的測驗結果解釋。 綜整分析，可發現以下幾點結論： 一、運用最大測驗訊息量法於精熟標準設定時，在分類的信度指標上，顯示由此求得精熟標準，經交叉驗證後，大致可獲得滿意的結果，皆有高達九成以上的精確分類水準，且藉由區間的概念亦能充分顯現出，以最大測驗訊息量法求得之標準，可作為專家設定精熟標準時參考、判斷的優勢。而在分數轉換上，不論搭配換算古典測驗分數法或測驗特徵曲線構圖法時，其分類精熟/未精熟者的一致性表現，大致可獲得滿意的結果，乃是值得參照的組合策略。 二、在運用定錨點以解釋由最大測驗訊息量法於國中基本學力測驗求得之精熟標準時，可發現未精熟者乃僅需具備學科基礎知識與簡易圖示理解能力，而對於精熟者而言，則需進一步擁有對於廣泛學科知識的了解；複雜問題、資料與圖表詮釋；邏輯推理、分析實驗結果以獲得相關論點等能力，或者更高階之具備進階學科知識；綜合、評鑑資料、情境傳遞之訊息的能力。 三、探討測驗長度因素時，分析結果顯示不論採行最大測驗訊息量法、換算古典測驗分數法或是測驗特徵曲線構圖法，皆受此因素的影響，顯示測驗長度愈長，分類一致性愈高，此項結果乃與過去大多數的研究一致。另，由本資料分析結果乃建議測驗長度20題時，會是必備的基本題數要求值。此外，若從細部精確錯誤分類人數角度分析時，於實務用途上，可發現對於影響轉換分數時，產生差異分數的因素，決策者並不容易掌握與控制，但卻可藉由增加測驗長度，分散分數點的人數，以彌平錯誤分類的影響。 四、探討測驗異質性因素時，最大測驗訊息量法因具有因試題參數而調整估計受試者能力的特性，使得在異質測驗時，分類一致性仍能維持在不錯的水準之上。反觀換算古典測驗分數法與測驗特徵曲線構圖法，在固定精熟標準下，則有明顯的錯誤分類比率，此現象也反應出現行以固定60分作為及格(精熟)標準的缺失。 五、探討採用簡易測驗、困難測驗或常態測驗間於轉換分數上之效果時，由換算古典測驗分數法或測驗特徵曲線構圖法轉換來自最大測驗訊息量法之精熟標準時，資料分析結果顯示，不論於何種測驗難度類型中，採用何種轉換方式，並不會嚴重影響轉換分數間一致性分類的效果。另，若從細部精確錯誤分類人數角度分析時，本研究所採之最大測驗訊息量法，因具備隨測驗難易程度來決定門檻的特性，於簡易測驗中求得之精熟標準較低，而於困難測驗中求得之精熟標準相對較高，使得於轉換分數上，即使有較大的差異分數，亦不會造成嚴重的錯誤分類人數。 六、在探討測驗長度、測驗異質性因素與定錨點題目篩選間互動關係時，分析結果顯示，測驗長度與測驗異質性，並非是絕對影響定錨點題目篩選的因素，更重要的在於最大試題訊息量所對應之最適能力值是否能與定錨點相搭配。 綜整之，本研究所採最大測驗訊息量法，經檢驗後，於分類一致性上乃具有不錯的表現，且搭配相對強韌、嚴謹的理論支持與適切測驗結果解釋方法等，是最適合用於大型考試上使用。因此，乃建議未來政府單位或實務工作者於進行大型證照、資格檢定考試時，可考慮使用本策略。 / The purpose of this study is to adopt the concepts of IRT maximum test information to standard setting. At first, we are trying to discover three facets of interpretation in using the maximum test information to standard setting through the historical movement of standard setting. The three facets are component combination and adjustment, generalized test construction processes and multiple validities. Depending on these three concepts, we can easily explain the reasonableness and appropriateness of maximum test information approach. After that, we further investigate the reasonableness from the dimensions of definition of formula, item selections and statistical power to establish the basic theory of the maximum information approach in standard setting. In addition, we also examine the effects on exact classification of master/non-master in expectation to provide multiple evidences for validity. Finally, the method of classical test scores transformation and difference ability description are discussed to provide quantitative and qualitative test result interpretation simultaneously. In sum, some conclusions are proposed. 1.In applying the maximum test information approach to standard setting, the effect on exact classification of master/ non-master may come to a satisfying result. We may have at least 90% exact classification performance. At the same time, we also find that the mastery standard deriving from the maximum test information approach may have some advantages being a starting reference point for experts to adjust on the basis of the view of confidence interval. In the aspect of classical test scores transformation, no matter what approach you take, the transformed classical test scores approach or test characteristic curve mapping method, the consistency of exact classification of master/ non-master may hold. We may suggest the combination strategy is really worthy to take into consideration in standard setting. 2.In applying the anchor point to interpret Basic Competency Test result, we may find non-master only has basic academic knowledge and simple graph understanding ability, but for the master, he may need extensive academic knowledge; ability of complicated problems、data and graph interpretation; logic reasoning、analyzing experimental result to get related issues. Moreover, advanced academic knowledge; ability of synthesizing and evaluating information from data and surroundings are also included. 3.In the aspect of test length, the result of this research shows no matter what approach you take, maximum test information approach、transformed classical test scores approach or test characteristic curve mapping method, they are all influenced. It shows the longer test length, the higher consistency of exact classification of master/non-master. This result is consistent to most of the studies in the past. On the other hand, we suggest the 20 items is a fundamental value. Moreover, from the view of exact number of error classification, we can find that the real factor affecting the difference scores in transforming classical test score is unable to control in practical usage, but we can just disperse the numbers of people in each test score point to reduce the influence of error classification by increasing test length. 4.In the aspect of diverse test difficulty, because the maximum test information approach possesses the characteristic of examinees’ ability adjustment depending on item parameters, it is less influenced to maintain a acceptable level of consistent classification. In contrast with the maximum test information approach, the transformed classical test scores approach and test characteristic curve mapping method may have obvious high ratio of error classification under the fixed mastery standard. This also reflects the deficiency of current fixed 60 points passing scores. 5.In the aspect of analyzing the effect of score transformation between easy、hard and normal test, this research shows no matter what approach you take in any type of test difficulty, they may not severely influenced. Furthermore, from the view of exact number of error classification, because the maximum test information approach possesses the characteristic of deciding passing level depending on the degree of test difficulty (the lower mastery standard in easy test and the higher in hard test), it may not lead to a severe error classification even if there exists a large difference score in classical test score transformation. 6.In the aspect of interaction between test length、diverse test difficulty and anchor items selection, this research shows that test length and diverse test difficulty are not the real factors affecting anchor items selection. The more accurate cause is if the mastery standard deriving from the maximum test information approach may coordinate with the anchor point or not. In sum, the maximum test information approach may not only lead to a satisfying exact classification performance after analysis, but also be supported by strong and strict theory and accompany proper test result interpretation method. It is the most proper method in standard setting for large-sized test. Finally, we suggest the government or practitioners may consider adopting this strategy for future usage.