| Summary: | 博士 === 國立臺灣師範大學 === 特殊教育學系 === 99 === Standardized intelligence test has been used to assess learning potential of elementary school students in the process of gifted identification. But aboriginal students may not be recognized as gifted and talented in traditional intelligence tests because of their low socioeconomic status and cultural diversity, with the result that only a few students passed gifted identification test and entered the gifted program.
The focus of this paper was on the implementation of “Computerized Problem Solving Ability Test” and dynamic assessments for Pan-Atayal indigenous students to investigate the effects of the near versus far transfers and to discover the most effective intervention strategies for students’ potential development. There were two steps. Firstly, some Pan-Atayal totem, including Atayal, Truku, and Sediq totems were chosen to construct the “Computerized Problem Solving Ability Test” in order to discover the proportion of the Pan-Atayal students meet criteria for gifted identification. Secondly, when the “Computerized Graduated Prompting Assessment System” was designed using two types of dynamic assessments (DA), graduated prompting assessment (GPA) and elaboration feedback graduated prompting assessment (E-GPA) embedding different intervention strategies, the research questions which type of dynamic assessments could help to reveal students’ learning potential and the effect on near transfer (the scores of pre-test and post-test of Computerized Problem Solving Ability Test) and far transfer (the scores of pre-test and post-test of Test of Nonverbal Intelligence-Third Edition, TONI-3) were examined.
An unequivalent pretest-posttest design was employed to examine the effects of the dynamic assessment procedures. Subjects of this study involved ninety-five 6th graders of Pan-Atayal aboriginal children in Taiwan. They were divided into four groups: (a) experimental group I (n=31): accepted the once-only intervention of GPA and were examined for the effects on both near and far transfers, (b) experimental group II(n=9): accepted the interventions of both GPA and E-GPA and were examined for the effects on both near and far transfer, (c) controlled group I(n=34): accepted non-intervention practices, and (d) controlled group II(n=30): accepted non-intervention practices but were examined for the effects on both near and far transfer.
The major instruments included “Computerized Problem Solving Ability Scale”, self-designed “Computerized Graduated Prompting Assessment System”, and ‘TONI-3. The data gathered was processed using t-test and F-test and the main findings were:
1.The “Computerized Problem Solving Ability Test” consisting of two factors and twenty-eight items showed good reliability and validity.
2.Data for a sample of 317 Pan-Atayal indigenous children at 6th grade showed a mean score of 9.21, a standard deviation of 4.64, and approximately 4.42 percent of the students met criteria for gifted identification.
3.No significant near and far transfer effects after GPA dynamic assessment were found for experimental group I, controlled group I, and II does not reveal near and far transfer.
4.Significant near and far transfer effects were found for experimental group II after the mediation under GPA and E-GPA, but a less prompt was used during the E-GPA mediation.
5.The finding in the experimental group II showed that the low functioning students benefit most from the experiment.
6.The use of computerized dynamic assessment may increase the participation of students with low socio-economic status/cultural diversity in gifted education programs so long as the implementation of the dynamic assessment include consideration of time for mediation, student’s motivation, opportunity to teach students problem-solving strategies and arrange environment to help them reduce distraction.
|
|---|
