Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics
Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics
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实施网络动态评价促进初中生数学学习
DOI：
10.1016/j.compedu.2010.09.014
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Tzu
中科院分区：
文献类型：
--
作者：
Tzu
本研究采用WATA系统中的分级激励评价模块(GPAM-WATA)，并将其应用于初中数学辅导性教学。GPAM-WATA发展的理论基础是Campione和Brown(1985；1987，第92-95页)提出的“渐进式快速教学法”的思想。在GPAM-WATA中，当考生未能正确回答问题时，他们以分级的方式获得教学提示(IP)。本研究以Mayer(1992，pp.458-460)的数学问题解决理论为基础，发展了数学问题解决的内容。采用准实验设计。来自三个不同班级的96名初中七年级学生参与了这项研究。三个班随机分为GPAM-WATA组(n=31)、N-WBT组(n=31)和PPT组(n=34)。所有学生都接受了同一位老师的传统数学教学。在传统的数学教学之后，所有学生都参加了终结性评价的前测。然后，三个不同组的学生分别接受了GPAM-WATA、普通网络测试(N-WBT)和纸笔测试(PPT)形式的补习教学。辅导性教学结束后，对所有学生进行总结性评价的后测。结果表明，与其他组相比，使用GPAM-WATA进行辅导性教学的效果显著提高。此外，研究还发现，GPAM-WATA中的IP不仅对那些最缺乏不同类型数学问题解决知识的学生，而且对所有其他学生都是有效的。
This research adopts the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applies it to the remedial teaching of junior high school mathematics. The theoretical basis of the development of GPAM-WATA is the idea of ‘graduated prompt approach’ proposed by Campione and Brown (1985; 1987, pp. 92–95). In GPAM-WATA, when examinees fail to answer items correctly, they obtain instructional prompts (IPs) in a graduated way. This research developed the contents of IPs based on the mathematical problem-solving theory of Mayer (1992, pp. 458–460). A quasi-experimental design was adopted. Ninety-six junior high school seventh graders from three different classes participated in this research. The three classes were randomly divided into the GPAM-WATA group (n = 31), the N-WBT group (n = 31) and the PPT group (n = 34). All students received traditional mathematics instruction from the same teacher. After traditional mathematics instruction, all students took the pre-test of the summative assessment. The students in the three different groups then respectively received remedial teaching in the form of GPAM-WATA, normal Web-based test (N-WBT), and paper-and-pencil test (PPT). After the remedial teaching, all students took the post-test of the summative assessment. The results indicate that compared with other groups, performing remedial teaching using GPAM-WATA has significantly better effectiveness. Moreover, it is found that the IPs in GPAM-WATA are effective in remedial teaching for not only those students most lacking in different types of mathematical problem-solving knowledge but also all the other students.