多媒體動態評量模式之效益分析一以自然科學「浮力概念」為例一

The Effects of Multimedia Dynamic Assessment on Learning Buoyant Concepts for the Fifth Graders

莊麗娟(Li-Chuan Chuang) ； 邱上真(Shang-Cheng Chiu) ； 江新合(Shing-Ho Chiang) ； 謝季宏(Jih-Horng Shieh) ； 羅寶田(Bao-Tyan Luo)

《測驗年刊》 48卷1期 (2001/01) Pp. 43-70

摘要

本研究之多媒體動聽評量模式, 係參考Campione 和Brown (1985)的漸進提示動態評量模式,並結合課程本位、情境取向、電腦化測驗等評量理念加以設計。該模式融合「教材-教學-評量」三種性質, 研究者為具體考驗本模式應用在學科領域的實際效益, 以「浮力概念」為主題進行設計,透過「前測-學習-置移-後測」的實施程序, 以90名五年級學生為受試樣本, 其中含高、中、低成就者各30 名,隨機分派成實驗組及控制組, 前者接受多媒體動態評量, 而後者則接受傳
統靜態評量。研究結果顯示:（一）多媒體動態評量能有效區辨不同程度的受試者在「學習能力」及「遷移能力」上的差異。（二）多媒體動態評量比傳統靜態評量更具有區辨力。（三）實驗組接受各階段多媒體動態評量後, 其解題能力優於控制組。（四）實臨組接受各階段多媒體動體評量後, 其學習情意優於控制組。（五）「多媒體動聽評量模式之提示量」可增加「五年級自然科成就制驗成績」對前、後測成績的預測力。（六）「多媒體動態評量模式之提示量」可增加「五年級自然科成就測驗成績」對近期學業成就的預測力。綜言之,本研究結果顯示多媒體動體評量模式可同步獲致區辨、助益
及預測等多項效益。

關鍵字

浮力概念 ； 動態評量 ； 多媒體 ； 電腦化測驗 ； 科學教育

並列摘要

The purpose of this study was to apply the procedure of pretest-learning-transfer- posttest to examine the multimedia dynamic assessment effects of differentiation, acquisition and prediction on learning buoyant concepts. The subjects were selected from the 5th graders of Kaohsiung Municipal Sheng Li Primary School. Based on the test scores of the 5th Grade Science Achievement Test (SAT), ninety subjects were picked out (including three levels of achievement) . Thirty subjects for each level were randomly assigned to experimental and control group respectively. The experimental group received multimedia dynamic assessment, and the other received static assessment. The major findings were as following: (1) The multimedia dynamic
assessment could effectively differentiate the differences both on learning ability and transfer ability among various achieving levels of subjects. (2) The multimedia dynamic assessment had better effects of differentiation for individual differences than the static assessment had. (3) The multimedia dynamic assessment could promote subjects' problem-solving abilities. (4) The multimedia dynamic assessment could promote subjects' positive learning attitudes. (5) The multimedia dynamic assessment measures could contribute the unique variances to pretest and posttest in Buoyant Problem Solving Ability Test, as the SAT is the control variable. (6) The multimedia dynamic assessment measures could contribute the unique variances to the performance of academic achievement, as the SAT is the control variable. In conclusion, these results including differentiation, acquisition, and prediction support the advantages of multimedia dynamic assessment on learning specific content area materials.

並列關鍵字

Boyant Concepts ； Computerized Testing ； Dynamic Assessment ； Multimedia ； Science Education

參考文獻

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