本研究著重於比較台灣原住民以及非原住民國中學生的考試成績，以及在國中英文會考考試題目中存在的文化偏見。

本研究的主要發現有：（1）原住民以及非原住民學生的測量結構的組成不相似。（2）非原住民學生的分數信度比原住民學生高出15％的信度。（3）研究較精確測量了非原住民學生的英文能力而非原住民學生的英文能力。因此我的研究沒有發現任何證據顯示英文考試題目中存在著現有的文化偏見。

把所有的參數納入參考後，限於不具代表性的樣本，因此原住民和非原住民學生的英文考試之可比性降低。本研究並沒有證明台灣國中英文會考的考試題目中有存在文化偏見。

My dissertation examined the comparability of the test scores between the Indigenous and Non-Indigenous students, and the existence of a cultural bias present in the test items of the English Test of the Comprehensible Assessment Program for Junior High School Students.
The statistical analyses of the test scores from the sample revealed the following information: The compositions of the measured constructs are dissimilar for the two groups; the reliability estimates of the scores revealed a 15% higher measurement accuracy for the Non-Indigenous students than for Indigenous students;  the test items were ordered differently in terms of their difficulty level, but were ordered similarly in terms of their degree of discrimination; the test provided more information of students with different ability levels in the case of Non-Indigenous students than in the case of  Indigenous students. My study did not find any evidence that would point to an existing cultural bias in the test questions.
Taking everything into account, the results, limited to the non-representative sample of the students who participated in my study, indicated a low degree of comparability between the Indigenous and Non-Indigenous students’ test scores of the English Test of the Comprehensible Assessment Program for Junior High School Students. The results did not prove the existence of cultural bias in the context of the questions.

TABLE OF CONTENTS 
List of Figures ............................................................................................................................v 
List of Tables ............................................................................................................................vi 
CHAPTER ONE: INTRODUCTION........................................................................................1 
CHAPTER TWO: LITERATURE REVIEW............................................................................2 
CHAPTER THREE: HISTORICAL REVIEW.........................................................................4 
A review of the development of the Indigenous Education in Taiwan..................................5 
The Qing Dynasty..................................................................................................................5 
The Japanese rule...................................................................................................................6 
KMT, Martial Law period......................................................................................................7 
The end of the Martial Law; Democratic Taiwan................................................................10 
CHAPTER FOUR: SOCIAL AND ECONOMIC DEVELOPMENT ....................................13 
Languages ............................................................................................................................ 14 
Population and income.........................................................................................................17 
Life expectancy....................................................................................................................20 
Infant mortality rate .............................................................................................................21 
Indigenous student number in the different levels of education ..........................................22 
Educational attainment.........................................................................................................23 
Dropout rate .........................................................................................................................24 
Educational environment .....................................................................................................25 
CHAPTER FIVE: EDUCATIONAL SYSTEM......................................................................26 
The Comprehensive Assessment Program for Junior High School Students ......................31 
CHAPTER SIX: THE RESEARCH........................................................................................32 
Participants..........................................................................................................................34 
Methods...............................................................................................................................36 
Procedures...........................................................................................................................37 
Factor Analysis ....................................................................................................................37 
Reliability............................................................................................................................39 
Item Information Functions .................................................................................................39 
CHAPTER SEVEN: RESULTS..............................................................................................39 
Participants..........................................................................................................................40 
Factor Analysis ....................................................................................................................41 
Reliability............................................................................................................................47 
Item Response Theory Based Analyses ...............................................................................48 
Standard Error of Measurement (SEM)...............................................................................56
CHAPTER EIGHT: DISCUSSION.........................................................................................58 
Factor Analysis ....................................................................................................................58 
Reliability............................................................................................................................59 
Item Information Functions and Item Parameters ...............................................................59 
Research Question 1: Are Scores from the CAP English Assessment Comparable across the Indigenous and Non-Indigenous Populations? ..............................................................60 
Research Question 2: Is there a cultural bias present in the test questions? ........................62 
Implication of Findings........................................................................................................62 
Limitation of Findings .........................................................................................................63 
Future Directions .................................................................................................................63 
References...............................................................................................................................65 
Appendixes ..............................................................................................................................68 
Appendix A: Item Details ....................................................................................................68 
Appendix B: Indigenous English Test Scree Plot................................................................69 
Appendix C: Non-Indigenous English Test Scree Plot........................................................69 
Appendix D: Pattern Matrix for Indigenous Test Scores..................................................... 70 
Appendix E: Pattern Matrix for Non-Indigenous Test Scores ............................................. 71 
Appendix F: Item Parameters For Indigenous Test Scores ................................................. 72 
Appendix G: Item Parameters For Non-Indigenous Test Scores......................................... 73 
Appendix H: Methods Chapter from Bonita’s Research ..................................................... 74

List of Figures 
Figure 1: Indigenous Population……………………………………………………………17 
Figure 2: Indigenous Population Ratio (%) ……………………………………………...…17 
Figure 3: Indigenous Population per Counties……………………………………………...18 
Figure 4: Infant Mortality Rate (age 0-5) 2015……………………………………………. 21 
Figure 5: Number of Indigenous Students in the Different Levels of Education …………. 22 
Figure 6: Dropout rate………………………………………………………………………24 
Figure 7: Test Information Curve for Indigenous Students ……………………………….. 55 
Figure 8: Test Information Curve for Non-Indigenous Students …………………………..55
Figure 9: Standard Error of Measurement as a Function of Scaled Scores for the Indigenous and Non-Indigenous populations …………………………………………………… 57 
List of Tables 
Table 1: Life Expectancy …………………………………………………………………....20 
Table 2: Items by Context and Sub-Content Areas ………………………………….……...37 
Table 3: Mean Scores and Standard Deviation for English Test Scores………………..…....40 
Table 4: Simple Structure for Indigenous Students……………………………………....…..42 
Table 5: Simple Structure for Non-Indigenous Students…………………………………......42 
Table 6: Summary of Salient Loadings and Item Detail for Indigenous Test Scores ...….…..44 
Table 7: Summary of Salient Loadings and Item Detail for Non-Indigenous Test Scores ..…45 
Table 8: Factor Correlation Matrix for Indigenous Students…………………………………47 
Table 9: Factor Correlation Matrix for Non-Indigenous Students……………………………47 
Table 10: Reliability Statistics of Indigenous Test Scores…………………………………...48 
Table 11: Reliability Statistics of Non-Indigenous Test Scores……………………...………48 
Table 12: Eigenvalues of the CAP English Assessment Scores……………………………...49 
Table 13: Items Demonstrating Significant Differences in Measurement Accuracy………...51 
Table 14: Test Information of Indigenous Students…………………………………………..54 
Table 15: Test Information of Non-Indigenous Students…………………………………….54 
Table 16: IRT Item Parameter Correlations.............................................................................56

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