The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class

碩士 === 中原大學 === 教育研究所 === 95 === Abstract The purpose of this study is to explore the effects of integrating multiple assessment into mathematical course in the fifth grade of the elementary school. The methodology of the study was based on action research. ‘Multiple assessment scale ’,‘multiple as...

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Main Authors: CHIA-JUNG LIN, 林佳蓉
Other Authors: SYH-JONG JANG
Format: Others
Language:en_US
Published: 2007
Online Access:http://ndltd.ncl.edu.tw/handle/42106808134734198556
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spelling ndltd-TW-095CYCU53310032016-05-25T04:13:40Z http://ndltd.ncl.edu.tw/handle/42106808134734198556 The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class 多元評量對國小五年級數學學習成效之行動研究 CHIA-JUNG LIN 林佳蓉 碩士 中原大學 教育研究所 95 Abstract The purpose of this study is to explore the effects of integrating multiple assessment into mathematical course in the fifth grade of the elementary school. The methodology of the study was based on action research. ‘Multiple assessment scale ’,‘multiple assessment feedback’, interview, teaching diary, and reflective journal were collected from both the students and teachers. From the data analysis, the effects was investigated in terms of the teacher’s professional growth, and the fifth graders’ learning achievement and attitudes. The findings show as follows: 1. There was a little improvement in the average grade of whole semester, however, there was significant improvement of the students’ learning achievement, presentation and performance assesssment. 2. The students can learn and reflect from group’s assesment , which had increased peer’s interaction. Also, performance assessment can lower the anxiety from tests and increase students’ ways of reflection and solution. 3. The students’ interests of learning mathematics had facilitated by group discussion and competition. Students can learn practical knowledge from diary life and give it a try in multiple ways to problem solving, and improved the learning attitude of low-achievement studnts. 4. Students would prefer the order of the multiple assessment as follow: ‘performance assessment, group’s assessment and homework correction’, whereas they dislike ‘quiz, school periodical assessment and the grades of mathematics workbook’. 5. The teachers’ professional knowledge had advanced which was believed to benefit future teaching. The suggestions of the study were that the teaching should be surrounded with the students, involved multiple assessment. The teacher should reflect from teaching and communicate with the colleaques and share experiences. As for future research, the way would be used in case study and prolong the time to make it into practice. SYH-JONG JANG 張世忠 2007 學位論文 ; thesis 131 en_US
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description 碩士 === 中原大學 === 教育研究所 === 95 === Abstract The purpose of this study is to explore the effects of integrating multiple assessment into mathematical course in the fifth grade of the elementary school. The methodology of the study was based on action research. ‘Multiple assessment scale ’,‘multiple assessment feedback’, interview, teaching diary, and reflective journal were collected from both the students and teachers. From the data analysis, the effects was investigated in terms of the teacher’s professional growth, and the fifth graders’ learning achievement and attitudes. The findings show as follows: 1. There was a little improvement in the average grade of whole semester, however, there was significant improvement of the students’ learning achievement, presentation and performance assesssment. 2. The students can learn and reflect from group’s assesment , which had increased peer’s interaction. Also, performance assessment can lower the anxiety from tests and increase students’ ways of reflection and solution. 3. The students’ interests of learning mathematics had facilitated by group discussion and competition. Students can learn practical knowledge from diary life and give it a try in multiple ways to problem solving, and improved the learning attitude of low-achievement studnts. 4. Students would prefer the order of the multiple assessment as follow: ‘performance assessment, group’s assessment and homework correction’, whereas they dislike ‘quiz, school periodical assessment and the grades of mathematics workbook’. 5. The teachers’ professional knowledge had advanced which was believed to benefit future teaching. The suggestions of the study were that the teaching should be surrounded with the students, involved multiple assessment. The teacher should reflect from teaching and communicate with the colleaques and share experiences. As for future research, the way would be used in case study and prolong the time to make it into practice.
author2 SYH-JONG JANG
author_facet SYH-JONG JANG
CHIA-JUNG LIN
林佳蓉
author CHIA-JUNG LIN
林佳蓉
spellingShingle CHIA-JUNG LIN
林佳蓉
The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class
author_sort CHIA-JUNG LIN
title The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class
title_short The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class
title_full The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class
title_fullStr The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class
title_full_unstemmed The Action Research on the effects of Multiple Assessment in the Fifth Grade Mathematics class
title_sort action research on the effects of multiple assessment in the fifth grade mathematics class
publishDate 2007
url http://ndltd.ncl.edu.tw/handle/42106808134734198556
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