| Summary: | 碩士 === 國立高雄師範大學 === 數學系 === 96 === This research mainly discusses Composite Assessment in the teaching application. Firstly, the eight-graders taught the Factorisation in the Embedded-Composite Assessment will be discussed in terms of their learning achievement and learning attitudes.In addition, the experiment group’s learning attitudes are also investigated.
This research adopts the Nonequivalent Quasi-experiment design. The research’s two similer classes with eight-graders are chosen as the research samples. One class is the experiment group adopting the Embedded-Composite Assessmen and the other is the control group instructed with traditional teaching method. It is a five-week experiment. At the end of the experiment, the two groups are compared in their learning achievement, and their learning attitudes are surveyed as well. Furthermore, the research results are proceed with quantitative and qualitative modes by analysing feedback schedules、learning journals and interviews.The research results are as follows：
1.In terms of learning achievement, there are no obvious distinctions between the experiment group’s and the control group’s learning of Factorisation. However, when sitting for the learning achievement posttests, the experiment group, especially the mediocre and low achievers perform better than the control group. Therefore, we propose that the Embedded-Composite Assessment in the teaching is helpful for the experiment group to learn Factorisation, especially for the experiment group’s mediocre and low achievers.
2.The general change in their learning attitudes toward the Factarisation is not apparent between the experiment group and the control group. Nevertheless, when the experiment group’s low achievers are taught Factarisation in the Embedded-Composite Assessment, there exists a positive influence over them. What’s more, according to the experiment group’s learning attitude preposts and posttests, the experiment group is more likely to learn efficiently with the help of the Embedded-Composite Assessment.
3.Based on the feedback schedules and interviews, the majority of the experiment group especially the mediocre and low achievers show their positive attitudes towards the Embedded-Composite Assessment in the teaching. The main reason is that they have one more learning opportunity in Composite Assessment posttests. In this case, the mediocre and low achievers express their higher acceptance and interests in Composite Assessment.
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