| Summary: | 碩士 === 國立交通大學 === 網路學習學程碩士班 === 91 === abstract
For years, instructors has been using cognitively diagnostic test to help in understanding the learning progress or results of their students and to evaluate if the giving test is designed appropriately or not. Based on the evaluation from the diagnostic test result, instructor may suggest or give students additional treatments on the subject area that they do not meet the required performance. The S-P (Student-Problem) chart has been used for this purpose for a long time. However, the current S-P chart pays little attention on the student’s response time for each test item (or question) during the test. The student’s response time for each test item can be an important factor for instructor to diagnose student’s individual ability on problem solving. Also, few current computerized diagnostic test analysis tools can support both text-diagram based presentation and multimedia type presentation test items.
In this thesis research, we incorporate the response time, difficulty level, and discriminatory power of each test item into S-P model during the analysis. Specifically, we employ two terms: 1) the nimbleness of thinking of a student that can be measured based on the response time for answering each test question and 2) the problem solving ability of a student that can be measured based on the ability of solving the adaptive type question with higher difficulty level, and discriminatory power. With the incorporation of these parameters, the new S-P chart can present more diagnostic information to evaluators for additional treatments on both instructors and students if he thinks that it is necessary. A web-based computerized tool has designed and implemented with the above innovations and with the support of multimedia type test questions. Both practical example and experimental study were conducted using the proposed cognitively diagnostic computerized tool to demonstrate the rational and applicability of the proposed innovations.
|
|---|
