本研究主在探究台灣國中學生對於圖形化單字量測驗的觀感、作答的認
歷程，並進一步改善不適合的試題。受試對象為476位台灣某國中的學生，藉由施行兩次圖形化單字量測驗來獲取他們對此種測驗的觀感。測驗後從中挑選出九位受試者進行訪問，並請他們針對12題不合適的題目說明他們作答時的想法。
從訪談錄音帶和訪談文字記錄分析後顯示，學生對於此種以圖為題幹，四個單字為選項的圖形化單字量測驗，在情意接受度上給予正面肯定的回應。從三個面向來分析，一、在心理狀態上，這種圖形化測驗能有效減少學生的受試焦慮，讓他們在考試中不因焦慮而有失常的表現；二、在試題形式的評價上，學生表示喜歡這種題型，因為測驗中高品質的圖片對他們而言相當有趣而且清楚易懂，省去他們閱讀長句的負擔，大大提升了他們作答的動力，且單字選擇題旨在單字的辨識，讓學生不因字母排序的錯誤或遺忘字尾s而扣分；三、在考試耐受度上，90個題目看起來是個負擔，但圖和單字之間的對應選擇題型縮短了他們的反應時間，大部分的同學皆能在45分鐘內完成且不會感到疲累。
而學生作答的認知歷程中也歸納出一種模式。首先學生會嘗試理解圖片的意思，然後在四個選項中尋找正確的對應單字。對所有學生而言，測驗中彩色、繪圖精確的圖片清楚傳達了所要呈現的意思，但在四個選項的辨識中，學生依精熟度不同而有不同認知。高度精熟的學生對於四個選項幾乎全數認出；中度精熟的學生認識大部分的選項，偶有一兩個不確定的選項，在經由消去法後也能大大提升答對率；但對低度精熟的學生，他們認不出的單字大大超越認識的單字，因此經由消去法或其它的作答技巧也無法提升答對率，大部分還是經由猜測。
針對不合適的題目之試題改善與教學建議歸納為以下七種。一、選擇單字的基礎形式，二、避免過於簡單的目標單字，三、改善無效的誘答選項，四、區別語音或拼寫上相似的單字，五、測驗同音同形異義詞中較常見的字義，六、強化圖片與目標單字的聯結，七、避免猜測效應。
研究結果顯示學生在情意接受度上對此圖形化單字量測驗呈現正向肯定的反應，此測驗在檢測台灣國中學生基礎一千兩百個單字量上俱有示範引領的價值。

The importance of developing an adequate vocabulary size for students in Taiwan has recently be recognized and emphasized. However, so far there is no workable vocabulary size test aimed to test the first 1,200-word for Taiwan junior high school students. The study used the Pictorial Vocabulary Size Test to estimate the vocabulary size of Taiwan junior high school students. The purposes are to explore students’ attitudes towards this test, to describe the cognitive processing of the test-taking and to provide suggestions for the misfit items. 476 junior high school students participated in this study. Nine subjects were selected as the interviewees and 12 items were identified as the misfit items. The analyses show that this Pictorial Vocabulary Size Test serves as a successful instrument for testing Taiwan junior high school students’ vocabulary size from an affectively perspective. Besides, a certain pattern is found in the cognitive processing of the test-taking and seven suggestions are presented to improve the overall test quality and to facilitate vocabulary teaching.

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