一. 中文部份:
丹尼爾.高曼著,張美惠譯(民85)。EQ. 臺北:時報出版社。
王文中、呂金燮、吳毓瑩、張郁雯、張淑慧合著(民88)。教育測驗與評量—教室學習觀點。五南圖書出版公司。
方泰山(民88)。第一屆至第三十屆(民國57~87年)國際化學奧林匹亞競賽試題(中文版)。國立台灣師範大學化學系。化學研究所主編。
王澄霞(民86)。科學科之教學與評量標準。國立編譯館通訊,10(1),39
何寶珠(民78)。心理學與哲學在科學教育上的應用—概念圖與V圖的理論、製作與應用。科學教育月刊,120期,16-24。何寶珠(民79)。科學過程技能教學活動對國一學生之影響: 科學過程技能成就水準。國立臺灣師大學化學研究所碩士論文。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。林幸台(民84)。我國資優學生鑑定制度之研究。國科會專案研究報告。
林俊華(民75)。國中科學過程技能學習成就之調查研究。國立臺灣師大學物理研究所碩士論文。吳清山、林天祐,王文中。(民88)http://www.jhes.km.edu.tw/%A4%E5%C4m/%B5%FB%B6q/%B9%EA%A7@%B5%FB%B6q.html吳慧珍(民89)。國立臺灣師範大學地球科學研究所。探討學生透過網際網路進行合作學習對其科學過程技能的影響。
陳文典、陳義勳、李虎雄、簡茂發(民85)。由馬里蘭州的學習成就評量與其在台灣的施測結果看—實作評量的功能與運用。教育部國民教育司。
陳文典(民87)。實作評量在學力測驗之應用。測驗與輔導,150,3108。陳怡宏(民86)。教導式簡易實驗在教學上應用之研究。國立臺灣師大學化學研究所碩士論文。郭靜姿(民83)。資優學生多元鑑定工具對於學業成就表現之預測效度研究。國科會八十三年專題研究報告。
郭靜姿(民84)。國中資優學生鑑定工具與方法之有效性分析。國科會八十四年專題研究報告。
郭靜姿(民85)。資賦優異學生的鑑定與教育安置。教育資料集刊,21輯,1-18頁。葉重新(民88)。教育研究法。心理出版社。
張華傑(民89)。不同評量模式的評量效果。國立臺灣師大學物理研究所碩士論文。
熊召弟(民85)。臺北公立高中(高一)學生科學過程技能和邏輯思能力之探討研究。臺北師院學報,第九期,545-578。劉哲淵(民89)。國際化學奧林匹亞競賽(IChO)原命題建構與我國學生實作風格之研究。國立臺灣師大學化學研究所碩士論文。鄭碧雲(民79)。國中資賦優異學生科學過程技能與其相關因素之研究。國立彰化師範大學科學教育研究所碩士論文。龍慧真(民91)。學生繪製V圖對國二理化實驗教學之影響。國立臺灣師大學科學教育研究所碩士論文。魏明通(民88)。科學教育。五南圖書出版公司。
二. 英文部份:
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Burns, J. C., Wise, K. C., & Okey, J. R. (1985). Development of an integrated science process skills test:TIPSⅡ. Journal of Research in Science Teaching, 22, 169-177.
Campione, J. C., & Brown, A. L. (1990). Guided learning and transfer: Implications for approaches to assessment. In N. Frederiksen, R. Glaser, A. Lesgold, and M. G. Shafto (Eds.), Diagnostic monitoring of skill and knowledge acquisition. 141-172. Hillsdale, NJ: Lawrence Erlbuam Associates.
Crocker, R. K. et al., (1976) A comparison of structured and unstructured modes of teaching science process activities. Journal of Research in Science Teaching, 13(3), 267-274.
Feldhusen, J. F. & Jarwan, F. A. (1993). Identification gifted and talented youth for educational programs. In K. A. Heller; F. J. Monks & A. S. Passow(Eds.), International Handbook of Research and Development of Giftedness and Talent. 233-251, Oxford: Pergamon.
Finley, F. N., (1983) Science process. Journal of research in science teaching, 20(1), 47-54.
Frances L., Douglas H., Wayne W., (2001). The Science Achievement ofl Various Subgroups on Alternation Assement Formats. Science Education, 85, 279-290.
Gagne, F. (1983). Giftedness and talent; Rexxamining a reemamnation of and talent; Rexamining a reexamination of the definitions. Gifted Child Quarterly, 29, 103-112.
Gardner, H. (1983). Frame of mind: The theory of multiple intelligence. NY: Basic Books.
Gardner, H. (1992). The unschooled mind. NY: Basic Books.
Gardner, H. (1993). Multiple intelligence. NY: Basic Books.
Guilford, J. P. (1965). Three faces of intellect. American Psychologist, 14, 469-479.
Hany, E. A. (1987). Models and strategies in the identification of gifted students. Ph. D. dissertation. University of Munich.
Hany, E. A. (1993). Methodolgical problems and issues concerning identification. In K. A. Heller; F. J. Monks & A. S. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent. 209-232. Oxford; Pergamon
Harnisch, D. L. (1994). Performance assessnent in View:New direction for assessing student understanding. International Journal of Educational Rrsearch, 21, 341-350.
Lesgold, A., & Lajoie, S. (1991). Complex problem solving in electronics. In R. J. Sternberg & P. A. French (Eds.), Complex problem solving: Principles and mechanisms. 287-316. Hillsdale, NJ: erlbaum.
Linn, r., & Gronlund, N. E. (1995). Measurement and assessment in teaching. (7th ed.). NJ: Prentice-Hall.
Lu, C. H., & Suen, H. K. (1995). Cognitive style and assessment approach. Journal of Educational Measurement, 32, 1-18.
Madaus, G., & Kellaghan, T. (1993). The British experience with ‘authentic’ testing. Phi delta kappa, 458-469.
Mattheis, F. E. (1986). A study of the logical thinking skills of junior high school students in North Carolina and Japan. The World Council for Curriculum and Instruction’s Fifth Triennial World Conference of on Education, Hiroshima Japan.
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Moss, P. A. (1994). Can there be validity without reliability? Educational researcher, 23. 5-12.
Murphy, D. L. & Friedman, R. C. (1991). Using prediction methods: A better magic mirror. In N. K. Buchanan & J. F. Feldhusen (Eds.), Conducting research and evaluation in gifted education. 179-200. N. Y.: Teachers College.
Neie, V.E., Verbal predictive ability and performance on selected science process task. Journal of Research in Science Teaching, 1972, 9(3), 213-221.
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