不同形成性評量模式對國中生網路學習之效益評估

Assessing Effectiveness of Formative Assessment Models on Students' Learning Achievement in e-Learning Environment

王子華(Tzu-Hua Wang) ； 王國華(Kuo-Hua Wang) ； 王瑋龍(Wei-Lung Wang) ； 黃世傑(Shih-Chieh Huang)

《科學教育學刊》 12卷4期 (2004/12) Pp. 469-490

https://doi.org/10.6173/CJSE.2004.1204.04

摘要

This study used a quasi-experimental design to explore the effectiveness of formative assessment strategies on junior high school students' achievement in an e-Learning environment. Two e-Learning packages were developed according to the learning content of 'Digestion' and 'Evolution' in the Nature and Life Technology Curriculum, which is currently implemented in junior high schools in Taiwan. A Web-based assessment and test analysis system, called the WATA system, was built into the e-Learning packages allowing learners to take formative tests. Three hundred and eighty-eight students, from ten classes of five junior high schools in the central area of Taiwan, were invited to participate in the study. These students' classes were randomly assigned into two groups to learn either 'Digestion' or 'Evolution' topics via the e-Learning packages. Furthermore, the students in each group were randomly assigned into three subgroups to receive different formative assessment strategies. These three subgroups included 'FAM-WATA' group, 'N-WATA' group, and 'PPT' group. The 'FAM-WATA' group received a web-based formative assessment with six special FAM-WATA strategies. The 'N-WATA' group received a web-based formative assessment with general strategies; The 'PPT' group received a paper-and-pencil type formative assessment. Results from a survey indicated the participants agreed that the six FAM-WATA strategies including: 'Pass & Delete,' 'Provide with No Answer,' 'Query Scores,' 'Ask Questions,' 'Check Personal Answer History of Each Item,' and 'Qualifier Rewarded with Flash Animation' were useful for their WBI learning. There was no significant difference on the opinion mean scores between female and male students. Furthermore, it was found that significant differences existed in achievement mean scores among the three subgroups of both the 'Digestion' topic learning group and the 'Evolution' learning group. In addition, the 'FAM-WATA' group performed better than the 'N-WATA' group, and the 'N-WATA' group performed better than the 'PPT group'. No significant differences existed on the achievement mean scores between female and male students.

關鍵字

FAM-WATA Formative Assessment Module of the WATA system ； WATA Web-based Assessment and Test Analysis System ； 網路形成性評量 ； 網路教學 ； 國中自然與生活科技

並列摘要

This study used a quasi-experimental design to explore the effectiveness of formative assessment strategies on junior high school students' achievement in an e-Learning environment. Two e-Learning packages were developed according to the learning content of 'Digestion' and 'Evolution' in the Nature and Life Technology Curriculum, which is currently implemented in junior high schools in Taiwan. A Web-based assessment and test analysis system, called the WATA system, was built into the e-Learning packages allowing learners to take formative tests. Three hundred and eighty-eight students, from ten classes of five junior high schools in the central area of Taiwan, were invited to participate in the study. These students' classes were randomly assigned into two groups to learn either 'Digestion' or 'Evolution' topics via the e-Learning packages. Furthermore, the students in each group were randomly assigned into three subgroups to receive different formative assessment strategies. These three subgroups included 'FAM-WATA' group, 'N-WATA' group, and 'PPT' group. The 'FAM-WATA' group received a web-based formative assessment with six special FAM-WATA strategies. The 'N-WATA' group received a web-based formative assessment with general strategies; The 'PPT' group received a paper-and-pencil type formative assessment. Results from a survey indicated the participants agreed that the six FAM-WATA strategies including: 'Pass & Delete,' 'Provide with No Answer,' 'Query Scores,' 'Ask Questions,' 'Check Personal Answer History of Each Item,' and 'Qualifier Rewarded with Flash Animation' were useful for their WBI learning. There was no significant difference on the opinion mean scores between female and male students. Furthermore, it was found that significant differences existed in achievement mean scores among the three subgroups of both the 'Digestion' topic learning group and the 'Evolution' learning group. In addition, the 'FAM-WATA' group performed better than the 'N-WATA' group, and the 'N-WATA' group performed better than the 'PPT group'. No significant differences existed on the achievement mean scores between female and male students.

並列關鍵字

FAM-WATA Formative Assessment Module of the WATA system ； WATA Web-based Assessment and Test Analysis System ； Web-based Formative Assessment ； WBI Web-Based Instruction ； Nature and Life Technology Curriculu

參考文獻

中華民國第十七屆科學教育學術研討會

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王子華(2002)。網際網路教學環境之後設認知策略設計對於大學學生學習效益之影響(碩士論文)。國立彰化師範大學生物學系。

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