電腦化動態評量在國小六年級學童的VHL梯形幾何思考層次提昇之研究

Applications of Dynamic Assessment in the Promotion of Geometry Concept Levels on Trapezoid for Sixth Graders

林原宏(Yuan-Horng Lin) ； 郭玉純(Yu-Chun Guo)

《智慧科技與應用統計學報》 4卷2期 (2006/12) Pp. 49-80

https://doi.org/10.29807/JTITAS.200612.0003

摘要

本研究探討電腦化動態評量在VHL梯形幾何思考層次之提昇效果，並比較不同評量方式對梯形幾何思考層次的提昇成效差異。
研究者設計梯形教學標準化提示的電腦化動態評量，實驗組學童實施兩次「電腦化動態評量」，控制組學童則實施兩次一般「課堂紙筆評量」，在每次實驗處理實施後，所有受試者均接受標準化測驗。經資料分析後，發現如下：
一、「電腦化動態評量」和「課堂紙筆評量」，均能提昇學童之梯形幾何思考層次。
二、由共變數分析顯示，接受「電腦化動態評量」的學童，在梯形幾何思考層次提昇效果中，優於「課堂紙筆評量」的學童。
根據研究結果，研究者對動態評量在幾何思考提昇以及後續研究，提出相關建議。

關鍵字

紙筆評量 ； 電腦化動態評量 ； 幾何思考層次

並列摘要

The purpose of this study was to investigate the effects of computerized dynamic assessment in the promotion of geometry concept levels on trapezoid for sixth graders. The researchers also compared different ways of assessments so that the effects of promotions on geometry concept levels of trapezoid were discussed.
The researchers designed ”Trapezoidal Teaching Standardization Prompt System” for computerized dynamic assessment. Task-takers of the experimental group implemented twice computerized dynamic assessment; while task-takers of controlled group implemented twice traditional paper-pencil assessment and discussions. All students took standardized test after treatments so that the correct ration of items and their geometry concept levels of trapezoid are analyzed. The results show that both computerized dynamic assessment and traditional paper-pencil assessment can promote geometry concept levels of trapezoid. However, the effects of experiment group are superior to that of controlled group.
Based on the findings and results, some suggestions for teaching and further research are proposed.

並列關鍵字

computerized dynamic assessment ； paper-pencil assessment ； geometry concept level