本研究嘗試以國小六年級數學領域之五個能力指標為例,探討以證據為中心的評量架構並結合貝氏網路推論工具的評量診斷模式,嘗試建置一套方便有效的診斷系統。另外以電腦多媒體元件製作電腦動畫的補救教學系統,希望藉由本系統讓學生可以接受個別化的診斷測驗,並施予適性化、即時化的電腦補救教學。期能同時達到評量、診斷、補救教學的功能。 研究結果發現: 1.以證據中心為主的評量設計原則與步驟,結合貝氏網路建構以概念性的評量架構為主的評量模式,可有效應用於診斷學生知錯誤類型與子技能。 2.欲建構出一個完整且有效的貝氏網路,首先需進行文獻探討建立貝氏網路,再利用實際資料進行分析以修正貝氏網路。以貝氏網路為推論工具的測驗診斷系統能有效的精準診斷,並達到評量出學童們常犯的錯誤或是迷思概念的診斷效果。 3.本研究中之診斷系統能同時完成施測及補救教學活動,達成同時同工之成效。 4.透過「電腦適性化補救教學」後,學生在「6-n-01~6-n-05」能力指標概念的測驗表現上具有顯著差異,平均分數有進步學習成效明顯。
The main purpose of the research is to explore the educational assessment on the basis of Evidence-Centered Design(ECD) to build a convenient and effective diagnosis system. We use Bayesian networks for modeling assessment data and identifying bugs and sub-skills in The “Fraction And Decimal” of Mathematics in Grade 6. This research integrates the opinion of the experts, scholars, and primary school teachers. Also, The multimedia computer is devised for diagnostic testing and computerizes adaptive remedial instruction with the system. Students can receive not only individual diagnostic tests but adequate and in-time computerized adaptive remedial instruction. Evaluation Diagnosis and remedy can be achieved simultaneously. The results: 1.The Bayesian networks evaluation mode and evidence-centered assessment design apply effectively to the diagnosis of students’ mistakes and sub-skills. 2.To set up a complete and effective Bayesian network. one has to do some research to build a Bayesian networks at first and then modifies it by analyzing practical materials. 3.Both testing and remedial teaching can be achieved simultaneously. 4.The progress of students is significant after taking the Computerize adaptive remedial instruction.