在資訊專業領域中程式設計是非常重要的基礎技能，因此程式語言的教學目標是幫助學習者瞭解程式語言的基本結構，並且培養出具備運用程式設計技能的學生為主軸。由學者Cox & Clark(1994)等的研究發現，在部分的程式設計教學無法有效的提升學習者問題的解決能力，追究其原因為不當的教學方法或是學習者的個別差異，使得學習者的學習成效不佳，然而教師如何瞭解學習者的學習狀況成為教師在教學的過程裡重要的一環。在過去的傳統教學裡多數的學者採用古典測驗理論針對學生的學習成效僅以成績做為指標，但是在相同的分數中其背後所代表的含意不盡相同。因此，本研究將以程式設計為例，架構分析診斷系統收集學生的作答反應資料，運用S-P表分析(Student-problem chart analysis theory, S-P chart)，即可得知學生的學習狀況；此外，我們將針對試題的部分，進行試題分析與測驗分析，得知目前測驗品質的信度、效度，以及試題的難度、鑑別度等，並且經由次序理論得知試題或概念間的順序性和階層性，將所收集到的資料，進行分析整理，藉以提供教師在未來可以根據學生的學習狀況適當地調整測驗的試題，以及在教學中可透過此分析診斷系統更加瞭解學生的學習狀況，進而調整其教學方式將可以提高學生的學習成果。

Programming is a very important skill in IT domain, Therefore, the teaching goal of the Programming Language courses is to help learners know the basic structure and to cultivate students who can use programming design skill as the main purpose. From Professor Cox& Clark’s (1994) research, programming courses can’t efficiently improve learners’ problem solving ability. Incorrect teaching method and learners with different levels are the reasons why students can’t learn efficiently. The understanding of learners’ learning situation is an important task for teachers while teaching. In the past, most of the scholars based on Classical Test Theory to evaluate students’ learning results in grade. However, even the same scores have different meanings. Therefore, in this paper we will take programming as an example to analyze the reaction data collected by Diagnosis System while student are answering questions and use S-P chart to realize students’ learning situation. Moreover, we will also do the test item analysis and test result analysis to understand the test qualitative from reliability, validity, difficulty and discrimination…etc. And by the Ordering Theory, we can know the orders and classes of test items and concept. Then, we’ll analyze all the information and help the teachers to appropriately adjust test items according to students’ learning achievement. From the Diagnosis System, teachers can also know more about students’ learning state and improve the teaching method to help students to learn more efficiently.

目 錄
中文摘要 ................................................................................................................ I
Abstract ................................................................................................................. II
圖目錄 .............................................................................................................. VIII
表目錄 ................................................................................................................. XI
第1章 緒論 ......................................................................................................... 1
1.1 研究背景與動機 .................................................................................... 1
1.2 研究目的 ................................................................................................ 2
1.3 研究範圍與限制 .................................................................................... 3
1.4 文章架構 ................................................................................................ 4
第2章 文獻探討 ................................................................................................. 5
2.1 古典測驗理論 ........................................................................................ 5
2.2 詴題分析理論 ........................................................................................ 7
2.2.1難度指標 .............................................................................................. 8
2.2.2 鑑別度指標 ....................................................................................... 13
2.2.3 選項誘答力分析 ............................................................................... 15
2.3 測驗分析理論 ...................................................................................... 17
2.3.1 信度分析理論 ................................................................................... 18
VI
2.3.2 影響信度分析之因素 ....................................................................... 21
2.3.3 效度分析理論 ................................................................................... 22
2.3.4 影響效度分析之因素 ....................................................................... 24
2.4 S-P表分析(Student-problem chart analysis theory, S-P chart) ............ 25
2.4.1 理論架構 ........................................................................................... 25
2.4.2 編製過程 ........................................................................................... 26
2.4.3 係數說明 ........................................................................................... 31
2.5次序理論(Ordering Theory, OT) .......................................................... 39
2.5.1 次序性係數 ....................................................................................... 41
2.5.2 容忍水準係數 ................................................................................... 41
第3章 研究方法與設計 ................................................................................... 43
3.1 研究架構 .............................................................................................. 43
3.2 實驗說明 .............................................................................................. 45
3.2.1 前置作業 ........................................................................................... 45
3.2.2 測驗規劃 ........................................................................................... 45
第4章 實驗結果 ............................................................................................... 46
4.1 S-P表分析結果..................................................................................... 46
4.1.1 編製步驟說明 ................................................................................... 46
VII
4.1.2 學生注意係數及詴題注意係數分析 ............................................... 54
4.1.2.1學生注意係數 ................................................................................. 54
4.1.2.2詴題注意係數 ................................................................................. 58
4.2 次序理論分析結果 .............................................................................. 60
4.2.1 A類型學生次序結構圖及詴題答對率圖表 .................................... 60
4.2.2 B類型學生次序結構圖及詴題答對率圖表 .................................... 61
4.2.3 C類型學生次序結構圖及詴題答對率圖表 .................................... 62
4.2.4 A’類型學生次序結構圖及詴題答對率圖表 .................................... 63
4.2.5 B’類型學生次序結構圖及詴題答對率圖表 .................................... 64
4.2.6 C’類型學生次序結構圖及詴題答對率圖表 .................................... 65
4.2.7 整體學生次序結構圖及詴題答對率圖表 ....................................... 66
第5章 結論 ....................................................................................................... 67
5.1 結論與討論 .......................................................................................... 67
5.2 未來研究與建議 .................................................................................. 68
參考文獻 ............................................................................................................. 69
VIII
圖目錄
圖 1 潛在特質之標準常態分配圖 ....................................................................... 12
圖 2 學生診斷分析圖 ........................................................................................... 32
圖 3 詴題診斷分析圖 ........................................................................................... 35
圖 4 整體測驗品質之診斷圖 ............................................................................... 38
圖 5 運用Takeya方法的詴題階層(舉例) ........................................................... 41
圖 6 運用Airasian與Bart方法的詴題階層(取1.0

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