本研究是應用貝氏網路,來設計國小六年級數學領域「分數的乘法」單元之多元評量活動,根據教學目標、子技能、錯誤類型建立專家知識結構,融入NEAP、PISA的評量架構以及能力指標建立評量活動完整的貝氏網路圖,並發展一套適用於本單元的電腦化測驗。最後探討學生對於本研究之資訊融入數學多元評量的態度與看法、教師使用本研究之資訊融入數學多元評量的接受度與建議。 本研究結果如下: 一、融入PISA、NEAP的評量架構以及能力指標來設計「分數的乘法」單元數學多元評量活動,測驗內容較能涵蓋多面向,培養學生多方的能力。 二、本研究之電腦測驗後測和延後測兩次測驗,建構反應題型之α係數皆>.864,選擇題型之α係數皆>.916,有非常好的信度。複本重測信度兩種題型之斯皮爾曼等級相關係數皆>.7,顯示有不錯的信度。測驗內容採用專家效度。而實作評量具有良好的信、效度和評分者信度。 三、本研究研發的「分數的乘法」單元建構反應題題型電腦化測驗,可以記錄學生的計算過程,比選擇題型測驗多了七種錯誤類型。 四、從實作評量之數學寫作學習單的解題表現可以了解學生的學習狀況。 五、實行數學多元評量活動後,學生的數學態度並無明顯的進步,但多數的學生對認同數學多元評量方式,並願意再進行這種多元評量的方式。尤其是電腦測驗,多數的學生都表示喜歡,甚至贊成用電腦測驗取代紙筆測驗,唯覺得建構反應題型的操作介面使用起來較為麻煩。 六、教師對多元評量持正面看法,認為題目貼近學生生活情境,能幫助老師診斷學生的學習來檢視教學,提高學生的興趣,對學生溝通解題方法、創造、思考、推理和解決問題的能力之發展有助益。
The purposes of this research were to design the multiple assessment activities for sixth graders on fraction multiplication according to Bayesian networks. The multiple assessment activities that merged into assessment framework of NEAP and PISA based on fraction multiplication indicators of Grades 1-9 Math Curricula, sub-skills and error patterns to establish the expert knowledge structures. The researchers establish a system for integrating computerized adaptive testing and multiple assessments and survey students’ attitudes and opinions about promoting information technology integrated multiple assessments. Furthermore, teachers’ acceptability and suggesting are also investigated. The research results are as follow: 1.Designed the multiple assessment activities according to PISA and NEAP evaluation framework and Capability Indices, comprisesd more aspects and students could develope more abilities. 2.The Cronbach's α of the achievement post-test and delayed post-test were over .8, the tests had very good generalizability. And the alternative-form reliability were over .7, had good generalizability,too. And the performance assessment of the research had very good generalizability,validity and high generalizability on marker. 3.The computerized constructed-response items could record students’ calculations, had seven kinds of mistake types more than the selected-response items. 4.The solution performance of mathematical writing worksheets could realize students’ learning condition. 5.After accomplished the mathematic multiple assessment activities,though the mathematics attitude of students advanced inapparently,most of students agreed it and acceded to again, computerized testing especially,but they thought constructed-response items were more burdensome. 6.The teachers supported the multiple assessment would be helpful to teachers and students.