本研究為2005年第37屆國際化學奧林匹亞實作有機合成試題之評量研究。研究內容為學術委員會設計實作試題的編製過程，實作考試的施測、評分流程，以及賽後所進行的試題性質與測驗結果分析。
學術委員會編製實作試題的過程如下：
一、選定樟腦磺酸為實作考試之主題；
二、設計有機合成實驗作為實作評量的內容；
三、以產物的產率與純度為評分內容，量化測驗結果；
四、依預試目的將94位化學系學生分組，舉行五次預試；
五、根據預試發現的問題修訂試題與施測流程，重複「預試-修訂試題」數次；
六、參考預試結果訂定評分標準。
第37屆國際化學奧林匹亞競賽實作考試施測時間五小時，施測對象為225位來自59個國家的高中化學資優生；根據施測結果與試題分析之研究結果如下：
一、本屆實作考試有機合成試題鑑別力指數 .45，試題難易度指數 .73，屬於鑑別力優良、難易度中等偏易之試題，符合競賽目的與學術委員會之預期目標；
二、本屆實作考試有機合成試題具有相當高的評分者信度與效標關聯效度，試題品質良好。試題之Cronbach’s α 係數為 .41，解讀時需同時考量試題題數較少、施測對象同質性高，以及設定試題難度為中等偏易等因素之影響；
三、本屆參賽選手實作考試有機合成試題成績，與其實作考試分析試題、理論考試有機試題成績均為低度相關（分別為r = .26，p<.01；r = .38，p<.01），顯示兩道實作試題考驗之實驗技能重複性低，且選手之有機實驗技能受其理論基礎影響低；
四、本屆實作考試有機合成試題採用國際評審團修正後評分標準，計算得平均分數為80.0分，測驗分數集中於高分一端；改用學術委員會原定評分標準計算得平均分數為74.3分，測驗分數較接近常態分配趨勢，分布於中高分區域。
根據研究結果，本屆實作考試有機合成試題符合競賽目的、達成學術委員會預定目標，測驗編製、施測過程與試題內容，可作為相關研究之參考。

This research is the study of the practical task in organic synthesis organized by the academic committee of the 37th International Chemistry Olympiad 2005. Design and administration of the task, scoring the result, and item analysis are reported in this study.
Design of the practical task made by the academic committee was as follows:
1.Choose camphorsulfonic acid as the subject of the practical task.
2.Design the organic synthesis experiment as the task of the practical examination.
3.Quantify the result by scoring with the chemical yield and purity of the product.
4.Pretest for five times. 94 chemistry majors were divided into five groups based on different purposes.
5.Correct the task and the administration process according to the problems found in the pretests. Repeat ‘pretest–correction’for several times.
6.Confirm the scoring criteria according to the results of the pretests.
In the 37th International Chemistry Olympiad, 225 senior high school student competitors from 59 different countries participated in the five-hour practical examination. They are very excellent in chemistry. Based on the scores and item analysis in the examination, the results of this study are as follows:
1.The item discrimination index of the practical task of organic synthesis is .45, and the item difficult index of the task is .73, indicating that the task is proper for this competition with good discrimination and proper difficulty.
2.The practical task of organic synthesis was well qualified with excellent scorer reliability and criterion-related validity. Cronbach’s α is .41, and the effect of fewer task, higher homogeneity of examinees, and higher item difficult index must be taken into consideration as well.
3.Quantitative analyses indicated that significant low correlations existed both between examinees’ practical achievement in organic synthesis and analysis ( r = .26, p<.01 ), and between examinees’ organic chemistry achievement in theory and practical ( r = .38, p<.01 ). These results demonstrated different experimental skills were measured separately, and examinees’ practical achievement was less influenced by theory.
4.The average of the practical task of organic synthesis in this competition was 80.0 with final criterion approved by International Jury; examinees’ score in organic synthesis was high levels. The average changed to 74.3 with authors’ original criterion, and examinees’ score were medium to high levels with better distribution.
According to the results of this research, the practical task of organic synthesis was well designed and modified to meet the purpose of the competition, and to achieve the aim set by the academic committee of this event. Therefore, the design, administration, and the content of the practical task can be used as reference for correlative studies.

方泰山（民94，8月）。台灣主辦2005年第37屆國際化學奧林匹亞 -回顧與展望-。科學教育月刊，281，43-64。
方泰山、彭旭明（民90，11月）。2005 IChO「準備題與比賽題」命題研究計畫（我國主辦「2005年國際化學奧林匹亞競賽」，台[八七]中[一]字第87147103號 / 台[八八]中[一]字第88000680號）。台北市：國立台灣師範大學、國立台灣大學。
王文中、呂金燮、吳毓瑩、張郁雯、張淑惠合著（民 88）。教育測驗與評量 – 教室學習觀點。台北市：五南圖書出版公司。
李坤崇（民88）。多元化教學評量。台北市：心理出版社。
李坤崇（民91）。多元化教學評量。載於教育部（民91，八月）主編，國中小教師基礎研習手冊（頁120-162）。台北市：教育部。
林清山（民 81）。心理與教育統計學（初版）。台北市：東華書局。
邱美虹、湯偉君（民 89）。美國新標準：科學實作評量之內涵與範例介紹。科學教育月刊，233，2-18。
國際化學奧林匹亞國際評審團（The International Jury of the International Chemistry Olympiad）。國際化學奧林匹亞實作課程競試綱要（Regulations of the International Chemistry Olympiad APPENDIX D）（方泰山譯）。台北市：國立台灣師範大學。
張春興（民 85）。教育心理學。台北市：東華書局。
張惠博、黃文吟（民89）。科學學習的評量理念。科學教育月刊，231，49-57。
張嘉琪（民92，11月27日）。吳正中走過的地方空氣中都有樟腦的香味。新新聞周報，873，93-95。
郭生玉（民93）。教育測驗與評量（修訂版第一版）。台北市：精華書局。
陳文典、陳義勳、李虎雄、簡茂發合著（民 84）。由馬里蘭州的學習成就與其在台灣的試測結果看 – 實作評量的功用與運用。科學教育月刊，185，2-11。
陳玉玲（民 92）。國際化學奧林匹亞競賽（IChO）歷屆實作試題三大層級的界定與詮釋之研究。未出版之碩士論文，國立台灣師範大學化學研究所，台北市。
陳英豪、吳裕益（民92）。測驗與評量（六版）。高雄市：復文圖書出版社。
歐滄和（民75）。談測驗編製之預試。測驗與輔導，74，1382-1387。
歐滄和（民82）。標準化測驗的編製發展程序。測驗統計年刊，1，33-42。
簡茂發（民90）。心理測驗與統計方法（三版）。台北市：心理出版社。
簡茂發、郭生玉（民74）。測驗編製的原理與法則。工職雙月刊，4(9)，20-26。
Airasian, P. D. (1994). Classroom assessment. New York: McGraw-Hill.
Anastasi, A. (1988). Psychological Testing. (6th ed.). New York: Macmillan Publishing.
Birenbaum, M. (1996). Assessment 2000: towards a pluralistic approach to assessment. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge. Evaluation in education and human services (pp. 3-29). Boston: Kluwer Academic Publishers.
French, J.W. ＆ Michael, W.B. (1966). Standard for Educational and psychological Test. (pp. 12-24). Washington: American Psychological Association.
Kitamura, M.; Lee, D.; Hayashi, S.; Tanaka, S.; Yoshimura, M. (2002). J. Org. Chem, 67, 8685.
Linn, R. & Gronlund, N. E. (1995). Measurement and assessment in teaching. （7th ed.）. NJ: Prentice-Hall.

Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educaional researcher, 23(2), 13-24.
Moss, P. A. (1994). Can there be validity without reliability? Educational researcher, 23, 5-12.
Nitko, A. J. (1996). Educational Assessment of Students（2nd ed.）. Englewood Cliffs, NJ : Prentice-Hall.
Popham, W. J. (2005). Classroom assessment: What teachers need to know. (4th ed.). Boston : Pearson/Allyn and Bacon.
Stiggins, R. J. (1987). Design and development of performance assessment. Educational Measurement : Issue and Practice, 6(3), 33-42.
Stiggins, R. J. (1991). Facing the challenges of a new era lf education assessment. Applied Measurement in Education, 4(4), 263-273.
Stiggins, R. J. (1994). Student-centered classroom assessment. NY: Macmillan College Publishing Company.
The International Jury of the International Chemistry Olympiad. (1999). Regulations of the International Chemistry Olympiad. Retrieved March 30, 2006, from http://www.icho.sk/index_regulations.html
Ward, A. W. & Murray-Ward, M. (1999). Assessment in the Classroom. Boston: Wadsworth Publishing.
Wiggins, G. (1989). Toward more authentic and wquitable assessment. Phi Delta Kappan, 70, 703-712.
Yoshioka, R.; Hiramatsu, H.; Okamura, K.; Tsujioka, I.; Yamada, S. (2000). J. Chem. Soc., Perkin Trans. 2, 10, 2121