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之應用—以國小數學領域三年級幾何主題為例

Computerized Adaptive Diagnostic Test and Remedial Instruction Developments Based on the Structures of Competence Indicators – The “Geometry “ of Mathematics in Grade 3

李介勛(CHIEH HSUEN LI)

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(2005年)

摘要

以國小三年級能力指標幾何主題為例，建立一套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，提供學生在適性診斷測驗後，能依據其每個能力指標的通過率與節點概念是否達成，進行適性即時的補救教學。
測驗編製，乃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。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補救教學
研究結果發現：
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時間和題數。
2.試題能有效鑑別出學生能力指標的達成度。
3.電腦補救教學使測驗和補救教學連成一貫，達成有效的學習。

關鍵字

能力指標、專家知識結構、電腦適性診斷測驗、電腦補救教學

並列摘要

This research aimed to establish a Computerized Adaptive Diagnostic Test(CADT) and remedial instruction based on the structure of competence indicators, using the “Geometry ” 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 and make learning effective.

並列關鍵字

competence indicators , expert knowledge structure , computerized adaptive diagnostic test , remedial instruction

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