- 期刊
電腦化動態評量在學習與遷移效益分析－以國小數學時間的計算單元為例
The Learning and Transfer Effect of Computer-Based Dynamic Assessment on Time Concepts
摘要
本研究主要是建置電腦化動態評量系統，基於「漸進提示」動態評量模式，結合情境學習、電腦化測驗等工具加以設計，該評量模式融合「教學─教材─評量」三者結合於動態評量中，提示系統設計利用多媒體來呈現教材與教學結合的部分。電腦化動態評量，當受試者在進行評量過程中無法解題時，利用提示系統依序進行提示，協助受試者進行解題。而電腦化教學則是當受試者作答錯誤時，立即進行電腦化解題教學。本研究除探討系統的可行性外，並對學生的學習成效與學習遷移進行分析，以64位五年級學生為受試樣本，分派為實驗組與控制組，前者接受二次電腦化動態評量，後者接受電腦化教學與電腦化動態評量，研究結果如下所示：實驗組在學習階段，電腦化動態評量較電腦化教學更能提昇學童的學習成效，且在低成就組有顯著的差異性，由此可知低成就學童使用電腦化動態評量系統具有良好的協助性。在遷移階段，二組後測成績無顯著的差異，顯示使用四階段的提示量無法提昇學童的學習成效，且遷移能力以實驗組優於控制組。不同性別的學生在測驗階段不因介入處理不同而有差異，在三個測驗階段中皆對學童的解題能力有顯著的差異。學童對漸進提示動態評量系統採正向的學習態度，有助於學童主動學習。
並列摘要
The main purpose of this research is to develop a multimedia computer-based dynamic assessment system, which is based on graduated prompting dynamic assessment model. Using situated learning model and computer testing, this system integrated teaching, teaching materials, assessment into a dynamic assessment. Multimedia is used to present teaching and its material in a progressive prompting system. When an examinee is unable to solve a problem, the progressive prompting system will give some hints to help in a computer-based dynamic assessment procedure. Otherwise, the examinee will be immediately given this problem-solving teaching in a computer teaching procedure. In this research, we explored the feasibility of this dynamic assessment system and analyzed students' learning and transfer effect by using different prompting methods. The sample size of this study is 64 fifth-grade students, who were randomly divided into two groups: one is the experiment group and the other is the control group. The experiment group takes two times computer-based dynamic assessment and control group takes one computer teaching and one computer-based dynamic assessment. The major experiment results indicate that: In the learning stage, the students using the computer-based dynamic assessment have better learning effect than those using computing teaching and there is significant different in underachievers. Therefore a computer-based dynamic assessment is useful for underachievers. There is no significant difference between two groups in the transfer stage. It shows that they need more help in this stage. There is significant difference for students' problem-solving abilities in all three stages. Students have positive attitude to the computer-based dynamic assessment system.