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題名:微積分適性動態評量系統之研發-以「用積分求面積」單元為例
作者:丁慕玉 引用關係
作者(外文):Mu-Yu Ting
校院名稱:國立臺中教育大學
系所名稱:教育測驗統計研究所
指導教授:劉湘川
郭伯臣
學位類別:博士
出版日期:2013
主題關鍵詞:知識結構適性測驗補救教學動態評量knowledge structureadaptive testingremedial instructiondynamic assessment
原始連結:連回原系統網址new window
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有著標準化過程的傳統評量,它低估了沒有適當機會去學習的學生。而動態評量是一個高效率的工具,用以評量改變、成長和學生的潛在能力。傳統的動態評量為學生提供相同的測驗題目,與在同一水平上的提示,但無法避免的弊端是無法根據學生的不同能力,提供不同的測驗題目,因此適性測驗是處理這個問題的最好方法。在這項研究中主要是以知識結構為基礎,將適性測驗和動態評量相結合,來設計一套關於微積分課程中,「用積分求面積」單元的電腦化之動態評量輔助學習系統,而根據學生的不同能力,提供不同的測驗題目,並根據學生作答的不同選項,提供不同的提示,來幫助實施補救教學,並紀錄學生學習的過程、所需的提示與所花的時間;本研究實驗結果顯示,所提出的方法,可以幫助學生學習潛能的發展,且提高學生的學習效能。
The traditional assessment includes very standardized process, undervalues the students who do not have appropriate opportunity to learn. Hence, dynamic assessment is an efficient implement to assess the change, growth and potential ability of students. The traditional dynamic assessments provides students with the same test items as well as the hints on the same level, but it fails to evade the drawbacks of providing different test items according to their different responses, in as much as the adaptive testing is the best method to deal with this problem. In this study, adaptive testing and dynamic assessment are combined to provide different test items according to students’ abilities, and provide different hints based on students’ responses in order to establish Calculus adaptive dynamic assessment system and help the administration of remedial instruction. Also, it can be explained well by quoting the example of the unit of finding area by integral in Calculus. The Calculus remedial instruction produce of the adaptive dynamic assessment group is the best. The experimental results showed that the proposed methods help students to develop the learning potential and to improve learning performance.
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