應用古典測驗理論與試題反應理論簡化題目：以國立臺灣大學身心健康評量系統使用之量表為例

Abstract

2020年，國立臺灣大學接連發生多起學生自傷或自殺事件。校方輔導體系為了解學生的身心狀態或身心適應程度，自 2020年起著手「身心健康評量系統建置」計畫。此評量系統建置從2021年至2024年間收集多份測驗資料，並於每年收集資料後進行測驗與題目評估與增減。儘管歷年已減少部分不適合施測試題，提供學生施測的題目數量仍然偏高下，本研究將針對國立臺灣大學2024年大學部部分施測資料進行「正向因應資源」、「負向情緒反應」、「多向度感知社會支持量表」與「自我滿意度量表」試題簡化。除使用描述統計、古典測驗理論（Classical Test Theory [CTT]）及試題反應理論（Item Response Theory [IRT]）分析測驗試題外，亦利用試題訊息量找出適合高情緒風險學生施測試題。本研究發現部分在CTT中視為不適合施測試題，在IRT中被視為適合高度負向情緒填答者的試題。同時，在綜合兩測驗理論選擇試題結果，並考量身心健康評量系統建置目標：「提供一簡便釐清學生身心狀態工具協助區辨需高度關懷學生」後，建議施測「正向因應資源」十題，「負向情緒反應」十題，「多向度感知社會支持量表」七題，「自我滿意度量表」六題。綜上所述，本研究將提出身心健康評量系統建置之題目簡化建議，並提供第一線測驗實務者有效釐清學生身心狀態工具。

In 2020, National Taiwan University experienced a series of student self-harm and suicide incidents. In response, the university's counseling system initiated the “Physical And Mental Health Assessment System” project to better understand students' psychological states. From 2021 to 2024, the assessment system collected extensive test data, with annual evaluations and revisions of the assessment system items. Despite efforts to remove unsuitable questions over the years, the total number of items administered to students remained high. This study aims to reduce items from the "Positive Coping Resources”, “Negative Emotional Responses”, “Multidimensional Scale of Perceived Social Support” and “Self-Satisfaction Scale” by using data from National Taiwan University’s undergraduate students in 2024. In addition to analyzing test items using descriptive statistics, Classical Test Theory (CTT), and Item Response Theory (IRT), the study also conducted the item information function to identify items suitable for students at high emotional risk. The key findings were as follows: (1). Some items deemed unsuitable by CTT standards were identified by IRT as being highly effective for respondents with high levels of negative emotions. (2). Integrating the results from both theories and considering the expecting goal of the assessment system “to provide a simple tool for clarifying students' mental health status and identifying those in need of high-level intervention”, this study recommends both administering ten items from “Positive Coping Resources”, ten from “Negative Emotional Responses”, seven from “Multidimensional Scale of Perceived Social Support” , and six from the “Self-Satisfaction Scale”. In summary, this study provides recommendations for reducing items within “Physical And Mental Health Assessment System”, offering practitioners an effective tool for assessing students' psychological status.