| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === The two-tier multiple choice instrument is commonly used as conception diagnostic tools little by little, and the application domain of Dynamic Assessment(DA) is extending from special-education to general-education.
The process of this study is to adopt the Computerized Two-Tier Multiple Choice Instrument (CTTMCI) as pre-test tool. To combine CTTMCI with the standardized graduate prompting mode of DA, the propose is stimulating a teacher to heckle the student’s concept-cognition situation individually, and according the misconceptions to arrange individualized remedial instruction.
The process of this study is designed with the nonequivalent-control group design model. The teaching materials is setting in the fraction for five-grade of primary school. After collected many reserches about fraction misconceptions, to organize a two-tier multiple choice examination paper. The purpose is to proof the effectiveness of that CTTMCI to be adopted as conception diagnose tool.
The experiment was designed into four group: one-tier controling group(OTCG),two-tier controling group(TTCG), one-tier experimenting group(OTEG), and two-tier experimenting group(TTEG). The specimen is comes from three primary school in Taipei County, there are 176 five-grade primary school pupil, is assigned into four group randomly.
After analyzing the experiment data , we found:
(1) The results of fraction conception post-testing of experimenting group is better than controlled group, and there are significant difference between them.
(2) The results of fraction conception post-testing of TTCG is better than OTCG, and there are significant difference between them.
(3) The results of fraction conception post-testing of TTEG is better than OTEG, and there are significant difference between them.
Summary, in the same condition, the two-tier multiple choice instrument can differentiate the student’s misconception more than one-tier multiple choice instrument.
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