The Computer-simulated Operation-Style Item Template on the Application of Mathematics Learning- Using Fraction Subject in Elementary School as An Example

• Main Authors: Ming-Yen Yu, 游明諺
• Other Authors: Deng-Jyi Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/83391394821964343582

碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 96 === Assessment is an important way to measure if the test takers’ strength on the measured subjects are evidenced. Computer online test gradually popular today, the test questions include multiple-choice style, true or false choice, filling in blank type, and short essay type of question. Although these different question presentative form may consider multimedia presentation combination, they do not provide high interative with test takers during the question presentation.How to design and evaluate computers simulation type (or operational type) question that has high interative with test takers must be quested. In this thesis study, the researcher creates “Circle template” and “Frame template” of the test formats’ design, that base on Competence Indicators of Grade 1-9 Curriculum, and refers to the system environment of operation-style item template which was developed by pridian researcher to make propositions. From now on, teachers can easily develop an exam just by replacing multimedia material and setting related properties test. Fraction of math units have been easily confused by students, and they always get poor grades. The students of fifth-grade are exactly in the transformation from concrete operations period to formal operations period, the teachers play an important role to give students a right guidance. Therefore, the researchers designed and developed a integral math examination of operation to assist with the students’ learing and the teachers’ instruction. The experiments indicate that differences between the computer-simulated operation-style item template and written tests which were significant distinctly. It proved that some students of high-score group can only get high scores on the writtwn tests, and it shows that written tests may not reflect whether students comprehened the right concepts of fraction or not. As to the standard difference of the low, middle, and high-score group, it results that who get lower scores, the standard difference of them are heigher. It showed the low and middle-score groups had a poor performance in the computer-simulated item template. Therefore, in comparison with the high group, the teachers should develop more effective assessments and instructions for the students getting lower scores.