3. 針對人格特質與學業表現變項間的相關情形，你會建議王老  師如何進行統計分析？試舉例說明，並論述此方法的優劣 勢。（10 分）

（二） 效度（validity）是測驗的重要特徵，試說明效度的意義及影響 效度的因素。 （20 分）

三、申論題（共 1 題，共計 30 分）  學者 Pourtaleb 等人（Educational Psychology in Practice, 34: 386–396, 2018）主張可以採用整合訓練方案（Integrated Training Programme, ITP），來降低學生考試焦慮。請依據下列文獻陳述與情境，擬定一個 「可行」的實驗設計，來檢視 ITP 是否能有效地降低國中學生考試焦 慮，並說明研究問題與假設、研究設計（包含研究對象、抽樣方法、 實驗規劃、測量工具、統計方法等），與預期結果。        Test anxiety is one of the most pressing educational issues affecting students across the world(Yeo, Goh, & Liem, 2016). This problem is a relatively stable trait that is associated with performance evaluation in several test-related situations, such as school exams and IQ tests(Lang & Lang, 2010). Test anxiety is subsumed under severe anxieties and can contribute to avoidance behaviors. ……. In sum, cumulative evidence has indicated an increasing trend of test anxiety, which has resulted in the rates of underachievement being raised in students(Baghaei & Cassady, 2014). Gender differences have also been observed in several studies, with the prevalence rate being particularly highest in girls(Baghaei & Cassady, 2014).  Few studies have evaluated the role of parents’ perfectionism(Affrunti et al., 2015), and mothers’ perfectionism(Samiei Sarkhanlou et al., 2015) on children’s anxiety. …… In other words, the mediating effect of perfectionism on the treatment function of test anxiety has been documented, leading to the assumption that parents’ perfectionism has, in some way, interfered with the treatment function of test anxiety.         Behavioral methods, such as relaxation and systematic desensitization, have been utilized in initial studies on test anxiety. Given that test anxiety involves cognition, emotion, and affection, and contains biological and physiological elements, it seems legitimate to conduct integrated training methods for treatments of test anxiety.

一、閱讀短文後，請以中文寫出本文的重點與想法        Education is not only a fundamental human right. It is an enabling right with direct impact on the realization of all other human rights. It is a global common good and a primary driver of progress across all 17 Sustainable Development Goals (SDGs) as a bedrock of just, equal, inclusive peaceful societies. When education systems collapse, peace, prosperous and productive societies cannot be sustained.        In order to mitigate the potentially devastating consequences of the COVID-19 pandemic, governments and stakeholders are encouraged to pursue the following policy response:        The massive efforts made in a short time to respond to the shocks to education systems remind us that change is possible. We should seize the opportunity to find new ways to address the learning crisis and bring about a set of solutions previously considered difficult or impossible to implement. The following entry points could be to the fore of our efforts: focus on addressing learning losses and preventing dropouts, particularly of marginalized groups； offer skills for employability programmes； support the teaching profession and teachers’ readiness； expand the definition of the right to education to include connectivity； remove barriers to connectivity； strengthen data and monitoring of learning； strengthen the articulation and flexibility across levels and types of education and training.

二、閱讀短文後，請以中文寫出本文的重點與想法         Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs.        ESD empowers everyone to make informed decisions in favour of environmental integrity, economic viability and a just society for present and future generations. It aims to provide the knowledge, skills, attitudes and values necessary to address sustainable development challenges.          Complementary to the UNESCO guidance document - Education for Sustainable Development Goals - Learning Objectives, this resource bank has been designed for educators, education planners and practitioners. It offers hundreds of pedagogical ideas for classroom activities and multimedia resources detailing how best to integrate ESD into teaching and learning, from early childhood care through secondary education.         Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Quality education specifically entails issues such as appropriate skills development, gender parity, provision of relevant school infrastructure, equipment, educational materials and resources, scholarships or teaching force. Why Education is crucial to achieving SDG-4         Education is at the root of this SDG, which aims to ensure education for all, starting from basic education. Specific objectives include providing more opportunities for technical and vocational training to youth and adults so they can get better jobs； ending inequality in educational opportunities between men and women； providing the right education for children with disabilities, indigenous people and victims of conflict； improving school facilities to provide a safe and positive environment for everyone； increasing the number of trained and qualified teachers and promoting education for sustainable development.

三、請以中文先摘述說明下文的大意，並加以申述評析之。        One key policy technology of the new educational policy reforms, performativity, is defined as a ‘… mode of regulation that employs judgements, comparisons and displays as a means of incentive, control, attrition and change based on rewards and sanctions (both material and symbolic)’ (Ball 2003, 216). According to Ball (2003), the technology of performativity reduces complex social processes into numerical categories so that quality schooling is measured by the numbers game of student performance on high-stakes standardised testing. Moreover, the ‘mechanics of performativity’ introduces new modes of invisible social control through data generating monitoring systems including ‘the appraisal meeting, the annual review, report writing, the regular publication of results and promotion applications, inspections and peer reviews’ (Ball 2005, 220). The shaping up and management of performance to meet the demands of external requirements, according to Ball (2003, 222), may produce a ‘spectacle, or game-playing, or cynical compliance, or what one might see as an “enacted fantasy” (Butler 1990), which is there simply to be seen and judged – a fabrication’.

四、請以中文先摘述說明下文的大意，並加以申述評析之。         Strategy is a new unit of analysis for evaluation. The Encyclopedia of Evaluation (Mathison, 2005) has an entry on “strategic planning” but nothing on strategy as an evaluand or on evaluating strategy. Traditionally, evaluation has focused on projects and programs. Organizational development makes the organization the unit of analysis for assessing organizational effectiveness, usually focused on mission fulfillment. Management, in contrast, often focuses on strategy as the defining determinant of effectiveness. The language of strategy permeates senior management initiatives in government, philanthropy, the private sector, and the not-for-profit world. Being sensitive and responsive to primary intended users of evaluation has become a hallmark of effective and useful practice. In that sense, being sensitive and responsive to the language and concepts used by primary intended users is a strategy for enhancing the relevance and utility of evaluations. We came to focus on the question of what it means to evaluate strategy, because we observed that our senior management clients in all sectors were talking not about theories of change or logic models, but about being strategic: Strategic thinking. Strategic planning. Strategic results. Being strategic. Strategy execution. Adapting strategically. And, yes, evaluating strategy. In this regard, we are working in the tradition of that eminent evaluation pioneer, Sir Winston Churchill (1874–1965), who is reputed to have observed:“However beautiful the strategy, you should occasionally look at the results.”

1. One reason that environmentalists oppose the disposal of waste into the ocean is that it kills marine life.

2. Regardless of a person’s age, coloring can help one think more creatively because it requires an elaborate arrangement of colors to make up an amazing picture.

3. New Zealand and Australia have pledged to institute a “travel bubble” or “travel corridor” between their two countries as soon as it’s safe to do so. This would allow residents of both countries to travel from one to the other without needing to go into quarantine.

4. Working from home used to be a common practice in only a few industries. Yet, thanks to the development of the Internet and technologies, more and more industries have begun to adopt this approach.

110年 - 110 國立政治大學_碩士班招生考試_輔導與諮商碩士學位學程:測驗與統計#103306

110年 - 110 臺北巿立大學_碩士班招生考試_心理與諮商學系(教育心理組/諮商組)：測驗與統計（含研究法）#102983

109年 - 109 臺北巿立大學_碩士班招生考試_心理與諮商學系：測驗與統計（含研究法）#103250