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題名：多媒體動態評量模式之效益分析--以自然科學「浮力概念」為例
書刊名：測驗年刊
作者：莊麗娟／邱上真／江新合／謝季宏／羅寶田
作者(外文)：Chuang, Li-chuan／Chiu, Shang-cheng／Chiang, Shing-ho／Shieh, Jih-horng／Luo, Bao-tyan
出版日期：2001
卷期：48:1
頁次：頁43-69
主題關鍵詞：浮力概念；動態評量；多媒體；電腦化測驗；科學教育；Buoyant concepts；Computerized testing；Dynamic assessment；Multimedia；Science education
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:30
  • 點閱點閱:32
　　　　　本研究之多媒體動態評量模式，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─遷移─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、低成就者個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留後，其解題能力優於控制組。(四)實驗組接受各階段多媒體動態評量後，其學習情意優於後控制組。(五)「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」對近期學業成疾的預測力。綜言之，本研究結果顯示多媒體動態評量模式可同步獲致區辨、助益及預測等多項效益。
　　　　　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 promoted 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.
Other
1.Thorpe, Pamela K.(1999)。A hierarchical linear modeling approach towards the dynamic assessment of mathematical conceptual learning(9835543)。  new window
期刊論文
1.Budoff, M.、Corman, L.(1974)。Demographic and psychometric factors related to improved performance on the Kohs learning potential procedure。American Journal of Mental Deficiency，78(5)，578-585。  new window
2.Embretson, S. E.(1987)。Improving the measurement of spatial apatitude by dynamic testing。Intelligence，11，333-358。  new window
3.Ferretiti, R. P.、Butterfield, E. C.(1992)。Intelligence-related differences in the learning, maintenance, and transfer of problem-solving strategies。Intelligence，16，207-223。  new window
4.莊麗娟、邱上真、江新合(19970100)。國小六年級浮力概念動態評量的效益分析。測驗年刊，44(1)，71-94。new window  延伸查詢new window
5.Laughon, P.(1990)。The dynamic assessment of intelligence: A review of three approach。School Psychology Review，19(4)，459-470。  new window
6.Ferrara, R. A.、Brown, A. L.、Campione, J. C.(1986)。Children's learning and transfer of inductive reasoning rules: Study of proximal development。Child Development，57，1087-1099。  new window
7.Carlson, J. S.、Wiedl, K. H.(1979)。Toward a differential testing approach: Testing-the- limits employing the Raven matrices。Intelligence，3(4)，323-344。  new window
8.邱上真(19920700)。國小中年級數學科解題歷程導向之評量。特殊教育與復健學報，2，235-271。new window  延伸查詢new window
9.Bolig, E. E.、Day, J. D.(1993)。Dynamic assessment and giftedness: The promise of assessing training responsiveness。Roeper Review，16(2)，110-113。  new window
10.吳國銘、洪碧霞、邱上貞(19950100)。國小學童在動態評量中數學解題學習歷程與遷移效益之探討。測驗年刊，42，61-84。new window  延伸查詢new window
11.Stanley, N. V.(1993)。Gifted and the 'zone of proximal development'。Gifted Education Internation，9(2)，78-81。  new window
12.Frisby, C. L.、Braden, J. P.(1992)。Feuerstein's dynamic assessment approach: A semantic logical, and empirical critique。The Journal of Special Education，26(3)，281-301。  new window
13.Lidz, C. S.(1992)。The extent of incorporation of dynamic assessment into cognitive assessment courses: A national survey of school psychology trainers。Journal of Special Education，1，325-331。  new window
14.Stepans, J. I.(1986)。Misconceptions die hard。Science Teacher，53(6)，65-69。  new window
會議論文
1.黃湘武、黃寶鈿(1986)。學生推理能力與概念發展之研究。臺北市。  延伸查詢new window
2.Bryant, N. R.、Brown, A. L.、Campione, J. C.(1983)。Preschool children's learning and transfer of matrices problems: Potential for improvement。沒有紀錄。  new window
研究報告
1.許榮富、江新合、林寶山(1991)。我國學生自然科概念發展與診斷教學之研究：（1）中學生浮力相關概念發展及其相關迷思概念的分析研究 (計畫編號：NSC 79-0111-S-017-07-D)。行政院國家科學委員會。  延伸查詢new window
學位論文
1.簡月梅(1998)。互動式提示多點計分電腦化適性測驗(碩士論文)。國立師範大學。  延伸查詢new window
2.江秋坪(1995)。動態評量對國語資源班學童鑑別與協助效益之探討(碩士論文)。國立台南師範學院。  延伸查詢new window
3.林素微(1996)。國小六年級學童數學解題彈性思考動態測量之研究(碩士論文)。國立台南師範學院。  延伸查詢new window
4.林秀娟(1993)。動態評量結合試題反應理論在空間視覺學習潛能評量之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
5.陳進福(1997)。國小輕度智障兒童數學解題動態評量之研究(碩士論文)。國立嘉義師範學院。  延伸查詢new window
6.江文慈(1993)。槓桿認知能力發展的評量與學習遷移歷程的分析：動態評量之應用(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.歐瑞賢(1997)。國小學生比例推理能力動態評量之效益分析，0。  延伸查詢new window
8.徐芳立(1998)。提示系統對增進國中一年級學生自問自答策略與閱讀理解能力之成效分析，0。  延伸查詢new window
9.Bryant, N. R.(1982)。Preschool children's learning and transfer of matrices problems: A study of proximal development，0。  new window
圖書
1.Campione, J. C.、Brown, A. L.(1985)。Dynamic assessment: One approach and some initial data。Dynamic assessment: One approach and some initial data。Washington, DC：Nation Inst. of Child Health and Human Development。  new window
2.Feuerstein, R.(1979)。The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques。The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques。Baltimore, MD：Addison-Wesley Publishing Corporation。  new window
3.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
其他
1.Ferrara, R. A.(1987)。Learning mathematics in the zone of proximal development: The importance of flexible use of knowledge，0。  new window
2.Knodel, Monika C.(1997)。Dynamic assessment of written language (learning disabilities)，0。  new window
3.Kragler, S.(1986)。Dynamic versus static testing: Impact on reading placement of reading underachievers，0。  new window
圖書論文
1.Campione, J. C.、Brown, A. L.(1987)。Linking dynamic assessment with school achievement。Dynamic assessment: An interactional approach to evaluating learning potential。Guilford Press。  new window
2.Embretson, S. E.(1987)。Toward development of a psychometric approach。Dynamic assessment: An interactional approach to evaluating learning potential。New York：The Guilford Press。  new window
3.Samuels, M.、Tzuriel, D.、Malloy-Miller, T.(1989)。Dynamic assessment of children with learning difficulties。Learning difficulties and emotional problems。Calgary, Canada：Detselig Enterprises。  new window
 
 
 
 
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