電腦化動態評量對國小五年級學生閱讀理解效能之研究

The Effect of Computerized Dynamic Assessment on Fifth Graders' Reading Comprehension

本研究旨在探討電腦化動態評量對國小五年級學生閱讀理解能力的效能，檢視所編製電腦化動態評量所能提供的測驗訊息，並探討閱讀理解測驗電腦化動態評量的可行性。本研究以電義縣國小五年級學生為研究對象，受試者共有兩班70人，一班35人分派為動態評量組，另一班亦是35人為控制組，進行準實驗前後測設計，實驗期間對動態評量提供二次電腦化漸進提示動態評量。研究結論如下：一、本研究所設計的電腦化動態評量模式能提昇國小五年級學生閱讀理解能力。二、電腦化動態評量對於中、低閱讀理解能力的學生的效能較大，而對於高閱讀理解能力的學生沒有效能。三、第二次電腦化動態評量所花費的時間比第一次電腦化動態評量的時間少。四、第二次電腦化動態評量的得分比第一次電腦化動態評量的得分高。五、電腦化動態評量能額外提供測驗時間、協助量等測驗訊息。

The purpose of the present study was threefold: (1)to explore the effect of computerized dynamic assessment on fifth graders' reading comprehension， (2)to examine assessment-information gathered from designed dynamic assessments， and (3)to investigate the applicability of the computerization of dynamic assessment on fifth graders' reading comprehension tests.The subjects were seventy fifth graders， with thirty-five assigned to the control group and thirty-five the experimental group who took computerized dynamic assessments. Data collected form pre- and post-tests were analyzed to yield insight into the field of computerized dynamic assessment.The results indicated that (1)the designed computerized dynamic assessment used in the present study increased fifth graders' reading comprehension ability， (2)students with assessment， (3)time spent on the second computerized dynamic assessment was less than that of the first one， (4)the subjects' scores form the second computerized dynamic assessment were higher than those from the first computerized dynamic assessment， (5)computerized dynamic assessment offered additional assessment information such as time for assessment and quantity of assistance.