電腦化課文摘要動態評量系統應用效益之探討

The Effects of a Computerized-text Summarization Dynamic Assessment System

本研究發展國小國語文教學適用的電腦化課文摘要動態評量系統，以學生的進展斜率作為學習潛力指標，探討動態評量的應用效益。研究中依據國小國語文教學適用的中文摘要學習系統(Chinese Abstracting Learning System， CALS)進行微幅調整，以電腦化國語課文摘要的評定回饋作為實驗介入。採用線性階層模式(hierarchical linear model， HLM )之組別模式，檢驗動態評量實驗處理效益，與不同類別學生的閱讀理解與摘要成長斜率之差異。研究結果顯示電腦化課文摘要動態評量系統對一般學生呈現明顯的協助效益，學生學習進展斜率也可做為閱讀障礙學生篩選的參考指標。

To provide effective text-summarization instruction， school teachers need clear scoring rubric to monitor students' performance. The main purpose of this study is to explore the effects of a computerized-text summarization dynamic assessment system (CSDAS). The scoring feedbacks of online text-summarizations are functioning as the instructional intervention. The slope of CSDAS obtained by hierarchical linear modeling (HLM) analysis is used as the indicator of Response to Intervention (RTI). The preliminary results suggest that CSDAS is helpful for most students. The slope of CSDAS is also a promising indicator for screening reading disability students.