碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / Abstract The major purposes of this research are to investigate the related issues of the occupational ability contents and decision of the selection task of elementary principals, to construct the bases of the occupational ability contents about elementary principals and to find whether the decision of the selection task including representative of selection committee, professionalism of selection members and selection methods is positively effective or not from the educational staffs and related people in Taoyuan County, Hsinchu County, Hsinchu City and Miaoli County. Their different opinions are also analyzed. According to the obtained results, one proposes some suggestions for the decision of the selection task of elementary principals. By analysis of the reviewed papers, questionnaire and the semi-structural interviews, ten bases which include fifty seven sub bases of the principals’ occupational ability contents are constructed. By the designed questionnaire “opinions about decision of selection task of elementary principals,” one randomly picked 586 persons in the main groups which include educational administrators, elementary principals, the standing-by principals, directors, teachers and parents of students in Taoyuan County, Hsinchu County, Hsinchu City and Miaoli County as research targets. The frequency distribution and chi-squared tests are conducted for classification and analysis. According to the outcomes, the acquired conclusions of the decision of principals’ selection task are as follows: 1) Ten occupational ability contents of principals are morality, values of education, ability of educational leadership, competence of communication, capable to get along with self and others, capability of solving problems, frustration tolerance, ability of educational research and assessment, public relationship and management of budget. 2) Capability of solving problems, competence of communication and ability of educational leadership are three most required occupational abilities and morality is a necessary condition of principals. 3) The selection committee is suitably comprised of 11-15 members. 4) Selection members should involve variety of people including representative teachers of wanting-principal school, representative students’ parents of wanting-principal school, educational administrators, scholars and specialists, local renowned people, representatives of local government and representatives of principal’s association. 5) The selection of representative teacher of wanting-principal school is election among all teachers of the wanting-principal school. 6) The referenced selection members are provided from various groups of concerning education such as wanting-principal school, association of principals, association of teachers, association of students’ parents and institution of training qualified teachers. Then the leader of local educational administration or the county magistrate decides the final name paper. 7) Morality, professional background, knowledge of principal’s occupation, experiences of administration and insulation of political interference in order are concerning factors of deciding selection members. 8) The selection committee has not continuous duty. It is active whenever needed, dismissed after completing the selection task. 9) In general, educational administration, management, psychology, public relationships and teaching experiences are five prominent professional backgrounds of the selection members. 10) From the whole scope of ten occupational ability contents of principals, the first five effective selection methods are referring to the performances of running a school, simulation of problem situation, oral presentation of educational ideals, consequence of principal’s assessment and test of leadership acts. 11) By considering the rigorousness of the selection process, the committeemen including written test, oral test, convener, testing, reviewing, and document reviewing have to go into the imperial hall. 12) The circular decision process of the principals’ selection task are to investigate the need of selection  to decide the selection goals  to establish selection committee  to start selection work  to inspect the selection work to reflect the whole selection task. According to the above conclusions, one proposes the following suggestions for the decision of the selection task of elementary principals. (A) Suggestions for administration of principals’ selection task: 1) The educational demands and occupational ability contents of principals are important bases of the decision of selection task. 2) The selection committee must be properly planned. a. The 11-15 selection members are suitable b. The selection member should consist of various people and should consider the educational fore-scope of the local government, the demands of educational administration, principal, teachers of wanting-principal school, students’ parents of wanting-principal school. Scholars and specialists are also included. c. The number of selection members among different groups and methods of selecting decision members must be listed in the selection methods of selection members. d. Deciding the selection members must be carefully. Morality, professional background, knowledge of principal’s occupation, experiences of administration and representative are chosen as important bases. e. The selection committee has not continuous duty. It is active whenever needed, dismissed after completing the selection task. f. The selection methods must clearly list avoidance of political interference and forbiddance of relational persuasion. g. Representative teachers of wanting-principal school mainly are decided by election among all teachers of the wanting-principal school. 3) Establish the desirable decision process of the selection task including the function of self-examination. 4) The self-examination mechanism of the selection committee must be actually conducted. Assessments of the proper operation and efficiency responsibility of the selection committee are major bases of continuous employment. 5) To employ the selection members which are professional and representative. a. Considering the personality traits of morality, fairness of the selection members. b. To employ the selection members which posses professional backgrounds of educational administration, management, psychology, teaching experiences and public relationships. 6) Adopting both dynamic and static selection methods. a. Simulation of problem situation, oral presentation of educational ideals, test of leadership acts and oral-tests are main dynamic selection methods. b. Referring to the performances of running a school, consequence of principal’s assessment, aptitude test and review of documentation are main static selection methods. 7) Considering rigorousness of the selection process, pre-clarifying presentation and getting into the imperial hall operation are also important. a. Pre-clarifying presentation includes making clear selection criterions, explaining grading ways, refining candidates’ related data. b. Committeemen of getting into the imperial hall include committeemen of written test, committeemen of oral test, convener, committeemen of testing, committeemen of reviewing and committeemen of document inspection. (B) Suggestions for further researches: 1) Deep involves into the occupational ability contents of principal. 2) To further explore degree of agreement and weighting base on the current results. 3) Designing the grading mode of selection. 4) To extend the research horizon to junior high schools. 5) To expand the research targets to all cities in Taiwan.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / Abstract The study was writing an assessment procedure on multiple reading comprehension in order to explore differences among recognition capitals ability, sentence reading comprehension ability, sub-reading comprehension ability, reading comprehension hierarchy. Another, the study explore how gender can affect sub-reading comprehension ability, and reading comprehension hierarchy. Firstly, the study used "Mandarin achievement test" compiled by Hong and Chueh in 1997. Secondly, the study used "Chinese grade recognition capitals scale" compiled by Hawng in order to assess the degree of recognition capitals on pupils. Thirdly, the study used "The difficult screening test on reading comprehension" compiled by Koh in order to assess sentence reading comprehension ability on pupils. Lastly, the researcher gave a test compiled by myself to pupils. The results revealed: 1.High recognition capitals ability group and low recognition capitals ability group had significant differences on integrated reading ability. The fifth pupils had non-significant differences on reading comprehension hierarchy. 2.Under different sentence reading comprehension ability, context analytical ability and paragraph analytical ability were the same. Under long article reading, various sentence reading comprehension abilities had difference. Under integrated reading ability, only high sentence reading comprehension ability group and low sentence reading comprehension ability group had significant difference. 3. Under different reading comprehension ability, content comprehension hierarchy and inference comprehension hierarchy were non-significant difference. Under uncode, only high sentence reading comprehension ability group and low sentence reading comprehension ability group had significant difference. 4.Under gender, male and female had non-significant difference on sub-reading ability and reading comprehension hierarchy. The subjects were sampling from the fifth pupils in elementary school in Hsin Chu. So, the study results perhaps cannot infer to all. Another, before the formal test, the researcher selected some articles to let pupils to practice in advance. Perhaps, this process made learning effects, it is worthy to study further. Key words: sub-reading comprehension ability , reading comprehension hierarchy , multiple reading comprehension assessment.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / This study was a longitudinal study of primary grade students'' phonemic & tonic awareness and their word recognition ability. The main purpose of the study was to understand the developmental processes and the correlation between the phonemic & tonic awareness and the word recognition ability for primary grade students from their first to second academic years. Besides, the study also investigated if the phonemic & tonic awareness test (having false words) can affect the phonemic ability. There were three tests to the primary grade students in the study. The study was conducted from their first to second academic years. The instruments used for the study included the phonemic & tonic awareness (having true words) task, the phonemic & tonic awareness (having false words) task and the word recognition ability task. The questions were answered through listening test and multiple-choice. The major findings were as follows: 1.The developmental processes of the phonemic & tonic awareness and the word recognition ability were different to low achievement students from their first to second academic years. 2.There was a significant correlation between the phonemic & tonic awareness and the word recognition ability to the subjects at the same period of time. The correlation between consonants and the word recognition ability to the subjects when in their first year was highly significant. The correlation between tones and the word recognition ability to the subjects from their first to second year was highly significant. 3.There was a significant correlation between the phonemic & tonic awareness and the word recognition ability to the subjects when in their first year. There was not significant correlation between the phonemic & tonic awareness and the word recognition when in their second year. 4.The phonemic & tonic awareness test (having false words) had the low rate of correctness. To sum up, there was a significant correlation between the phonemic & tonic awareness and the word recognition ability for the average primary grade students, but the developmental processes of the phonemic & tonic awareness and the word recognition ability was different to low achievement students. Therefore, phonetic notations can help the average students recognize words. To those who had low achievement students on learning phonetic notations, the researcher suggested that the word recognition instruction should help them improve their reading ability.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / Ａbstract The purpose of this research is to present the analysis of the English item bank in Vocational School Entrance Program which can be divided into two parts: internal (quantitative) part and external (entire) part. The internal analysis include: a) the analysis of the and traditional multiple-choice items in English item bank, and inside which, the statistical work will be shown such as difficulty index, item discrimination index, item characteristic curves, and distracter analysis; b) the analysis of reliability coefficient of the formal test. The external analysis include: a) the comparison between English item bank and Junior High School Basic Evaluation Exams; b) the comparison of the new-style items with the NEAP reading frame. There have been the formal, complete and huge test data in the English item bank of Vocational School Entrance Project. In this research, the second formal test data from eight areas (including Taipei, Tauyuan, etc.) are chosen. Results and suggestions which can be used for future references in terms of policy making of educational reform and the making of large-scale item bank will be given. The following are the conclusions that I have drawn: a) The item difficulty index of new-style item and traditional multiple-choice item in the English item bank meets the anticipated level (the degree is between 0.4 and 0.8). At the same time, there is high degree in item discrimination index, good item characteristic curves and it meets the demands of distractor analysis of good item. Therefore, most items in the English item bank are worth using. b) The reliability coefficients of the formal tests are larger than 0.8, which in turn, reveal the high stability of formal test. c) The construction of English item bank in Vocational School Entrance Program (for example: the scale of field trail, the union of creating items, etc.) can provide reference for the construction of Junior High School Basic Evaluation Exams. d) The new-style items meet the demand of the NEAP Reading Frame and follow the trend of international English assessment. Hence, we can say that the new-style items are adoptable. To sum up, the research of the English item bank in Vocational School Entrance Project supply many valuable results to other relative educational tests or other large item banks.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / Abstract This research is mainly discussing and analyzing about the new-style test and the tradition-style test in Chinese subject of the Vocational School Entrance Project. By using the result from the second formal examination of the Vocational School Entrance Project. Then to analysis and compare for whole series by focusing on the statistical analysis of questions, the statistical analysis of tests, the construction and principle of the new-style test and the tradition-style test, the skill of National Reading and the advantage and disadvantage of the items of the Vocational School Entrance Project. From all the analysis effects, we could get the following conclusions: 1.Through cautious progress of researching and developing for question, creating, auditing tests, holding formal examinations and making test banks. etc. Both of the new-style test and the traditional-style test have outstanding records the statistical analysis of questions and the statistical analysis of tests. They possess fine reliability and reached all above 0.8, reaches the difficulty level（the value of difficulty 0.4 and 0.8）and has high discrimination（all above 0.4）. But the new-style test is better in reliability, difficulty and discrimination than the traditional-style test . we could know that the new-style test is more nimble and flexible than the traditional-style test did. 2.There are multiple-choice test of the New-style tests, they can be used in many appropriate situation. The introduction of the New-style test can lead the students to answer the question. 3.That fact is that the New-style tests accord with the skill of National Reading. It is helpful to students for The New-style tests. 4.It is spending two years to finish the items of the Vocational School Entrance Project. It costs more people, most money and more times. The related institutions can refer to this testing progress for its completeness and cautiousness while they are making the test banks and practicing test. In short, we realized this research revealed the new-style test has a lot of good qualities than that of the traditional-style test and the former one could be used in the huge entrance examinations in the future. The related institutions can refer to this testing progress for its completeness and cautiousness while they are making the test banks and practicing test.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / The purpose of this study was to explore the effect of the different training samples, learning rate and the numbers of hidden layers on the classified accuracy when using Learning Vector Quantization to analysis. In this study, the researcher analyzed data from the software MATLAB, and used the simulation testing method to compare the classified accuracy of different training samples, learning rate and the numbers of hidden layers in different mixed samples. The results of the study were as follow: 1.when the numbers of the training samples were falling on the two numbers, 200 and 250, the classified accuracy was irregular, and the difference between these two numbers was not significant. As a result, the classified accuracy of training samples were increasing while the training samples were increasing. 2.By using the simulation testing method to compare the accuracy of learning rate, in any kind of mixed samples, when the learning rate was on 0.1, the classified accuracy was the worst; however the classified accuracy from other learning rates was irregular. 3.When the number of hidden layers was 2, the classified accuracy was the best in any kind of mixed samples. Suggestions for further studies were also provided.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / The development of structural equation models have been applied to many fields, especially in psychology and education. However structural equation models may generate improper solution in terms of estimated methods, sample size and data type. This study used simulation testing method to compare (1) the respectively accuracy of estimation of ML, GLS, WLS & ULS, (2) the effect on sample size and (3) the data type. Following are the main results of this study： 1.The estimated averages are similar for ML & ULS when the data type is continuous. The estimated averages are not similar for ML & ULS, when the data type is discrete. 2.In the continuous data, the MSE of four estimated methods tend to be zero when the sample size increases. In the discrete data, the MSE of ML & ULS drop off very slowly when the number of sample size increases. 3. In the continuous data, ML, GLS & WLS may provide accurate results when the sample size are respectively above 100,200,250. Nevertheless. When the sample size is small（n＜100）, they may not provide accurate results and they will have bias. 4.When the data type is discrete, the continuous estimated methods may not provide correct estimator. Moreover, the estimator will not be close to the true value , when the sample size increases. 5.In continuous data , the chi-square does increase when the sample size increase and the accuracy rate does not decrease when the sample size increases. In the small sample size（＜100）, The chi-square stays small , and the accuracy rate is between 0.925∼0.98.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / This study compares robust the WLS estimators with conventional WLS estimator by using a dichotomous CFA model known as the TIMSS CFA model. The robust WLS estimators contain both the mean- and variance-adjusted WLS (WLSMV) estimator as well as the mean-adjusted WLS (WLSM) estimator. Monte Carlo studies show that WLSMV and WLSM perform better than WLS under all three kinds of conditions. In addition, performance of WLSMV and WLSM is very good when different sample sizes and thresholds are considered. But under the condition of changing correlation matrix, both failed to perform satisfactorily. Futhermore, WLSM performs as well as WLSMV, except for one criterion. By judging from the observed chi-square p-values to expected ones, WLSMV performs somewhat better than WLSM. Besides Monte Carlo studies carried out, this study also provides an example of TIMSS to test this CFA model. Results of CFA analysis show that this model is acceptable for both case Taiwan and case USA. In addition, the results of multiple group CFA analysis show that the parameters of thresholds and factor loadings are invariable over groups. Finally, other findings of this study show that the students of group Taiwan perform better than those of group USA.

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 /

碩士 / 臺中師範學院 / 教育測驗統計研究所 / 89 / Abstract This research focuses on comparing 87th with 88th academic year the implementer processing and result of Chinese Subject in the Uniform Thesis on Periodical for Vocation School Entrance Project, including the qualitative analysis and the quantitative analysis. The qualitative analysis for the comparing to the implementer processing of two academic years include:1.Before send the implementer processing of reference item banks off: (1)The scheme of distribution about thesis (2)The seminar of examiner (3)The formulating work (4)The recovery of item banks.2.After send the implementer processing of reference item banks off: (1)The fourth examination and correction (2)The disposal if dispute on the items. The quantitative analysis for the comparing to the implementer resulting of two academic years include: 1.The statistical analysis of items: (1)Difficulty (2) Discrimination (3) Item Characteristic Curve (ICC) 2.The statistical analysis of test papers:(1)Reliability(2)The distributive state of total score and average(3)The highest score and the lowest score. The Vocational School Entrance Project, which is a part of policy for education reforms, also is the precedent measures of Senior High School, Five-year Upper Secondary School or Vocational School Diversiform Entrance Project Or Basic Educational Indicator Tests at Junior High School Level.At the same time, that relate with the rights more 300 thousand of junior high school graduates which they are able to continue their education or not. Therefore, this have a great effect upon of education and students. And we already have formal, sound and massive testing data about the Uniform Thesis on Periodical for Vocation School Entrance Project. By professional measurement and statistics analyses, we can make some specific resultant proposals and some suggestions to provide some directions for the future educational reforms. In addition, the local professional testing organizations can refer these to build large examination question banks, or the material to make our posterity for studying. After we finish those researches step by step, we get following conclusions: 1. By the seminar of examiner of 87th and 88th academic years in the attendance, the result of measurement the items are well-situated difficulty, good discrimination and very excellent reliability these could be expounded: Each one the examiner: junior high school teachers, headmasters, directors and vocation school teachers, principals and university professors which had taken in this presence of all during the scheme implementer processing, they all had operated in coordination according to the program and successful accomplished were able to do their best and responsibility. Therefore that will be suitable and practicable by junior high school teachers to proceeded combined thesis. 2. By junior high school headmasters or directors, vocation school teachers and university professors had jointly constituted four examination processes, they could able to examine items effectively, beforehand correct the most of mistakes, for this reason, the item quality are very excellent. 3. In the twice-formal test, National Taiwan Taichung Teachers College offers each subject three and five item books in each enrollment- district then precedes the fourth examination at the selected place in every enrollment- district. If necessary, each enrollment- district had the right to precede the increase, elimination and correction the items. The method of work for a pioneering undertaking of our educational examination history, which has adequate esteem for the right and interest of each educational basic level, elasticized adaptation for the difference, and promoted for the thinking. In addition, the function of educational reforms harmony with government. 4. After formal examination, junior school teachers of each district to reflect on the disputant items, we are considering, which has to avoid the sections of thesis extreme exposure, to substitute for the sponsor school delegates of vocational enrollment-district, in advance gather the opinions of reflection, then to pass them on National Taiwan Taichung Teachers College, later they invite, gather and collect the opinions of examiners, officially transmission of document from National Taiwan Taichung Teachers College to each enrollment- district. To sum up, the implementer processing of Vocation School Entrance Project for a pioneering undertaking of our educational examination history: The Selected Junior High School Teachers, Indirect Testing, and Development the New-Style Tests; the implementer resulting aspect, the items are provided with well-characteristics of measurement and statistics can refer to large examination question banks, namely they possess fine reliability, reaching the expected difficulty and having high discrimination…etc. Therefore, we are considering the time, money, manpower and material resources as well as minimize the impact on all the students, parents and teachers. We adopt the Vocation School Entrance Project for those important resources of reference that to implement the Basic Educational Indicator at Junior High School Level.