本研究是以國小五年級數學領域「整數四則」能力指標為研究範圍,以貝氏網路為推論工具,結合知識結構理論,根據能力指標、子技能、錯誤類型等,建立「整數四則」單元的專家知識結構及貝氏網路結構模型,並設計以貝氏網路為基礎的多元評量活動,完成活動後再將學生分成兩組進行選擇題型及包含建構反應題型的電腦化測驗,並探究學生對多元評量的態度及看法。 研究結果發現: 1.整數四則擬題活動中,學生使用「由左而右的計算」、「有括號先計算」的運算能力優於「先乘除後加減」的運算規則。 2.建構反應題型的電腦化測驗與選擇題型電腦化測驗相較,建構反應題型的電腦化測驗可收集到更多學生的作答反應,與選擇題型所能測得的學生錯誤類型亦有所區隔及不同,能作為教師教學及評量時的參考。 3.在實施多元評量時學生的看法及感受部分,透過問卷統計可看出大多數學生對本研究的多元評量活動持正面態度,認為多元評量方式對增進其數學能力及學習是有幫助的。 4.在施測班級教師對於實施多元評量的態度方面多為正向接受,但在實際實施時易受限於數學領域授課時數及教學進度的因素所影響。
The purpose of this research is to develop mathematics multiple assessments based on Bayesian networks in the unit of mathematical operations of integer. A half of the students took the multiple choice question(MCQ) computerized test and the other students took the computerized test included the constructed-response items. After students finished the performance assessments by Paper & Pencil and the computerized test, we got data from students’ answers and explored the effect of this application. The major findings of this study are as follows: 1.When students computed the value of an expression, the order of operations were used. In this research, “(multiplication & division) and (add & subtract) are grouped must be completed from left to right”、“do everything in parentheses first” were better used than “Division and multiplication must be completed before addition and subtraction.” . 2.Computerized test included the constructed-response items could gather more wrong type than MCQ. 3.In this research, students thought the mathematics multiple assessments could promote their mathematical skill and learning. 4.According to the results of the questionnaire, most teachers affirmed the advantages of mathematics multiple assessments, however there are still some kinds of differculties that they might encounter.