國家教育研究院

　　過去臺灣學生學習成就評量資料庫(TASA)之學習成就標準設定缺乏系統性制訂，且近年各學科評量架構已有所修訂，致使沿用的標準多不符合實務運用，因而，研究團隊經於去年經修畢國小階段標準後，承續此任務。本研究以2010年臺灣學生學習成就評量資料庫國語文、英語、數學科、社會科、以及自然科共五科之國中二年級為標準設定之目標，而經探討過去標準設定理論與參考NAEP的實際經驗後，搭配學習成就實徵調查資料，預訂採用Yes/No Angoff法，進行標準設定。

　　Considering the lack of consistency across subjects of the past standard setting procedures for Taiwan Assessment of Student Achievement (TASA) of grade four and six, and the recent establishment of revised assessment framework of each subject, the present standards are no longer applied for practical use and thus call for reexamination. By evaluating the past standard setting procedures and the practical experience from NAEP, this study will develop achievement levels for the 2010 Taiwan Assessment of Student Achievement in grade eightfor five subjects by Yes/No Angoff method. Based on the proposed procedures and data from TASA, the findings of the present empirical study include: (1) specific definitions of the Basic, Proficient, and Advanced achievement levels for grade eightwill be presented; (2) the cut scores set by different demographic groups are consistent; and (3) there is reasonable percentage of students below the basic level. Suggestions are provided for practitioners in the related field as future reference.