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題名:電腦化精緻式即時回饋評量系統(IFAT-EF)的發展與其在國小五年級數常識評量上的效能
作者:張道宜
作者(外文):Chang, Tao-Yi
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:楊德清
李茂能
學位類別:博士
出版日期:2019
主題關鍵詞:數常識電腦化精緻式即時回饋評量系統電腦化即時回饋評量系統number senseIF-ATIFAT-EF
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電腦化精緻式即時回饋評量系統 (IFAT-EF) 是根據電腦化即時回饋系統 (IF-AT)所改良的一種評量。本研究的目的旨在發展電腦化精緻式即時回饋系統,將數常識於評量應用於系統中,並探究其學習效能。電腦化精緻式即時回饋評量系統的發展採用雲端科技,相較於過往的電腦化評量系統,可讓此評量系統在施測上更便利與普及。本研究樣本為嘉義市305名國小五年級學生,其中100名接受傳統選擇題測驗;103名接受電腦化即時回饋系統;102名學生接受電腦化精緻式即時回饋系統。本研究採實驗設計法,所有樣本均接受前、後測,利用單因子共變數分析來探究評量間之相對效能。研究結果顯示:1) 相對於傳統選擇題,IF-AT於數常識評量上的效能為d=.633,這個結果與文中整合分析的結果一致;而IFAT-EF於數常識評量上的效能為d=1.274,其效果強度為大效果;2) 由數常識的四個面向上來看,IFAT-EF在了解數字的基本意義上的效能最佳,尤其是針對低數常識能力學生;3)此外,研究發現相對於傳統擇題與IF-AT,接受IFAT-EF的學生對於評量的反應持有更正向的態度。對於學生而言,IFAT-EF比起其他兩種評量型式,具有較高的接受度,且更能夠降低學生對於考試的焦慮。
IFAT-EF (immediate Feedback Assessment Technique with Elaborated Feedback) is a revised assessment based on IF-AT. This study aimed to develop IFAT-EF assessment system applied on the number sense assessment, and to explore its effects on students’ self-learning of number sense. The cloud computing technique was introduced for the development of IFAT-EF to fulfil its convenience and ubiquity. There were 305 5th Grade participants, from Chiayi City, Taiwan, divided into three groups, 100 receiving multiple choice test; 103 receiving IF-AT test; and 102 receiving IFAT-EF test. This experiment was a one way ANCOVA design to investigate the relative effects among three forms of tests. Our findings indicated: 1) the overall effect size of IF-AT in the number sense test, compared with the multiple choice test, was d=.633, which was consistent with the result of our meta-analysis. The overall effect size of IFAT-EF over the traditional multiple choice in the number sense test was d=1.274, registered as a large effect; 2) As for IFAT-EF’s effects of four number sense dimensions, students taking IFAT-EF could make the most progress during their posttests in the dimension of recognizing the relative effect of operations on numbers. And it also revealed that low number sense achievers in the pre-tests may benefit more from IFAT-EF than those of the medium and high number sense achievers; 3) The attitude of students who received IFAT-EF were more positive than the other forms of tests. Compared with those who received IF-AT and multiple choice tests, IFAT-EF could gain greater acceptance from students and it also might reduce more anxiety of students toward tests.
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