| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所 === 101 === Standardized paper and pencil tests are the main tools for assessing students’ learning in Taiwan. For this reason, it’s worth of a further study for the relationship between reading process when students are solving the standardized test problems and their problem-solving achievements. In this study, we used the eye tracking method to collect the 7th grade students’ eye movement patterns when they were solving the national standardized examination on the topic of biology. Stduents’ text performances were also calculated and divided in to high and low achievement groups. We used SPSS to conduct statistical analyses on the eye movement data, including descriptive statistics, Paired-Samples T Test. Moreover, the test of homogeneity, and one-way ANOVA were performed to find the associations, if any, between eye movement data and the outcomes of standarized examination.
The study found that in general students displayed higher fixation time and Number of fixations on test items which were either classified as the higher-order items according to the Revised Bloom's Taxonomy, or items illustrated with graphics. The result indicated that students needed more information processing time for these types of test items. In addition to the hierarchical orders, problem-solving related information also affected the distributions of students' attention. Comparisons between students of high and low performances showed that high-performance students focused more on where the problem-solving related information was. Furthermore, the high-performance students displayed higher frequencies of Inter-scanning and regression. Such findings suggested that high-performance students were better at integrating test information located at different parts of the test item.
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