符合SCORM 2004與試題結構理論之電腦化適性測驗系統及動畫補救教學模組－以國小數學領域五年級能力指標幾何為例

A Computerized Adaptive Test System and Remedial Instruction module Based on SCORM 2004 and Item Structure Theory

李淑娟(Jessica Lee)

指導教授 ： 劉湘川

亞洲大學/資訊學院/資訊工程學系碩士班/碩士(2006年)

摘要

本研究主要目的，在於建立以試題結構理論為基礎，並符合SCORM 2004的電腦化適性測驗系統及動畫補救教學模組。此系統是以九年一貫課程國小數學領域五年級幾何能力指標為例進行線上適性測驗。
本研究以試題結構理論之順序結構結合SCORM 2004編序 (Sequencing)之優點，作為電腦化適性測驗之選題策略，以達成節省施測題數，縮短施測時間的目的。同時，以Reload Editor 2004 v1.3.2 Beta2_d教材編輯工具開發出符合SCORM 2004的學習資源PIF檔，匯入至ADL組織所釋放出的樣本執行環境（Sample Run-Time Environment_1.3.3，RTE）進行測試，充分達到學習資源共享性和重複使用性，以達成標準化之目標。
本研究之結果發現：
1.採用以二元計分結合多點計分試題結構選題策略為適性化條件的電腦適性測驗系統，讓能力指標變成可觀察、評量的具體數據，以推論受試者是否具備該能力，並驗證本研究的電腦適性測驗確實符合SCORM 2004。
2.電腦化適性測驗總題數為56題，平均施測題數為35.6題，平均可節省20.4題。實驗結果顯示，結合SCORM 2004與二元計分及多點計分試題結構為基礎之電腦適性化測驗，確實能達成節省試題、縮短施測時間的功效。
3.經過電腦化補救教學後，學生的學習成效達到顯著差異。
4.以符合SCORM 2004的學習資源PIF檔，透過ADL的樣本執行環境來達到共享性與重複使用性，可達標準化之目標。

關鍵字

SCORM 2004、試題結構理論、電腦化適性測驗、適性補救教學模組

並列摘要

The purpose of this study is to build a Computerized Adaptive Test System and a Remedial Instruction module conforming to SCORM 2004 and building upon dichotomous item ordering theory and polytomous item ordering theory. This study is taking random sampling from four classes of Primary School- Fifth Grade students to examine their performance in mathematical geometry by Computerized Adaptive Test.
The testing item selection strategy of the Computerized Adaptive Test is formed by utilizing the sequencing structure of the Item Structure Theory and by combining with the SCORM 2004 Sequencing to accomplish the goal of decreasing testing items and shortening testing time.
Furthermore, the study is also using the Teaching Material Editor tool “Reload Editor 2004 v1.3.2 Beta2_d” to develop the learning resource PIF which conforms to SCORM 2004, and import to the Sample Run-Time Environment_1.3.3, RTE, released by the ADL to do test which accomplishes learning resources sharing and reusability as well as standardization.
The result of the study is as below.
1. The Computerized Adaptive Testing System which uses both dichotomous and polytomous testing item ordering structure as the adaptive condition will translate the capability index of the examiner into observable and scorable results for judging the performance of the examiner and approving the Computerized Adaptive System of this study complies with SCORM 2004.
2. The total testing items of the Computerized Adaptive Testing are 56 items, and the average testing items are 35.6 which decrease 20.4 testing items in average. The result of the examination shows the Computerized Adaptive Testing System which combined with SCORM 2004, and using the base of the dichotomous and polytomous testing item structure, can decreasing testing items and shorten testing times.
3. The learning outcome of students has remarkable improvement after Computerized Remedy Teaching Instruction.
4. The learning resources – PIF, which comply with SCORM 2004, performing under ADL Sample RTE can reach sharing, reusability and standardization.

並列關鍵字

SCORM 2004、Item Structure Theory、Computerized Adaptive Test System、Remedial Instruction module

參考文獻

陳立群（2003）。我國資訊教育推動現況與展望，1999台灣區網際網路（TANet'99）研討會論文集，國立中山大學，頁1－8 。

李介勳（2005）。以能力指標結構基礎的電腦適性測驗編製及動畫補救教學之應用—以國小數學領域三年級幾何主題為例，台中健康暨管理學院資訊工程學系研究所碩士論文。

林文質（2005）。以多點計分試題結構為基礎的電腦適性測驗演算法，台中健康暨管理學院資訊工程學系研究所碩士論文。

林榮政（2004）。以知識結構為基礎的線上動畫補救教學系統─以「分數的加減」為例，台中健康暨管理學院資訊工程學系碩士論文。

邱繽瑩（2003）。「開發SCORM 教材之多媒體編輯工具實作」，國立成功大學工程科學系碩士論文。