Adaptive Diagnostic & Remedial Teaching System based on the KSAT,Matrix Unit of High School Math, for example

• Main Authors: Ko-Pin Yu, 俞克斌
• Other Authors: Tian-Wei Sheu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/64461988077938798777

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 100 === How to detect students' learning process of the blind spot, and be corrected, to assist them in to new heights, is the key point of education. In this study, based on" the 99 Syllabus", we build the expert knowledge structure of the "matrix" unit of high school, and construct the corresponding items bank for each concept , has been able to load computerized adaptive testing requirements. Based expert knowledge structure and the corresponding exam as a blueprint to build a computerized adaptive optional question test and diagnostic systems. The interface of this system is simple and easy to operate, and applicable to a computer or mobile vehicle, can reduce manpower and time burden. The saving item rate relating to the optional question the computerized adaptive test diagnostic system performance assessment results: pretest, the average item numbers are 16.33 under the prediction accuracy of 96.31% , a savings of approximately 14.05% items; and the average applied to the measured number of items to 14.80 by the prediction accuracy of 90.25% , a savings of approximately to 22.11% items . The post-test average items number, when the prediction accuracy of 95.79%, is 14.10 , a savings of approximately 25.79% of the questions; average number of questions when the prediction accuracy of 90.59%, 12.39 title, a savings of approximately 34.79 % of the questions. That regardless of the pretest or posttest the post therapy confirm student questions structure adaptive topics to accept the whole test can save questions than the students. After we analyzed the score changes between each group, viewed the score changes of different level between each group, compared the saving item rate of each adaptive topics, measured pretest and posttest differences within each group, surveyed pretest and posttest differences of different level inside each group, and observed the change of computerized tests topics before and after, we could make sure this adaptive testing system can diagnose the learning status of high school students in the Matrix unit, to identify students' individual blind spots, supplemented by targeted remedial instruction structure, adaptive remedial instruction, and confirmed the remedial teaching effectiveness of computerized adaptive testing system is better than the traditional group remedial teaching style to enhance the effectiveness of high school teaching can expect.