本研究目的係在建立以能力指標結構為基礎的電腦適性測驗編製及動畫補救教學,並以國小三年級能力指標量與實測為例,提供學生在電腦適性診斷測驗後,能依據其每個能力指標的通過率與節點概念是否達成,進行適性且即時的補救教學。 本研究的測驗編製,先透過專家及教師分析能力指標後,建立專家知識結構,並依此知識結構命題及製作電腦動畫補救教學模組。再透過紙筆測驗,依據 OT、SS理論,建立學生試題結構與電腦適性診斷測驗題庫。在電腦適性診斷測驗結束後,學生即可針對能力指標學習不足之處進行電腦動畫補救教學。 其研究結論如下:(1)以能力指標結構為基礎的電腦適性測驗可以有效節省測驗的題數和時間。(2)試題能有效鑑別出學生能力指標的達成度。(3)實施電腦補救教學後,後測成績明顯提升,證實補救教學是有效的。
This research aimed at establishing a Computerized Adaptive Diagnostic Test(CADT) and remedial instruction based on the structure of competence indicators, using the “Quantity and Measurement” of Mathematics in Grade 3 as an example. After taking the test, students were diagnosed and given the remedial instruction effectively according to their achievement in competence indicators and the concept nodes of knowledge structure. The items of this research were based on the knowledge structure established through the experts’ and teachers’ analysis of the competence indicators. After the written test, both the student items structure and the CADT Item Bank were established according to the OT and SS. After the CADT, students could conduct the remedial instruction on their own weaknesses of the competence indicators. This research had the following findings: 1. The CADT based on the structure of competence indicators could effectively save the time and items needed in a test. 2. The items of this test could effectively distinguish the achievement of competence indicators for students. 3. This Computerized remedial instruction could combine testing and remedial instruction consistently. The improved achievement of students could prove the effectiveness of remedial instruction.