| Summary: | 碩士 === 國立臺灣師範大學 === 科學教育研究所 === 100 === In order to improve the validity of science testing design to evaluate students’ conceptual understanding of the relative motion of the Earth, sun, and moon, this study developed an Animation-Based Assessment (ABA) to ease secondary students’ extraneous cognitive load. A total of 105 ninth-grade students participated in this study. Forty-nine of the students were assigned to take the ABA, and the others were assigned to take the Graph-Based Assessment (GBA). The reliability estimates of the GBA and ABA are acceptable; the Cronbach’s alpha coefficients were .50 for GBA and .60 for ABA, respectively. The results of the analysis on students’ scores indicate that, in comparison with those of GBA, the students of ABA significantly got higher scores and reported lower cognitive load while solving test questions. Moreover, students’ acceptance towards the ABA was significantly higher than the GBA. Furthermore, it was found that the level of students’ spatial ability was associated with students’ test performance. The students with higher spatial ability significantly benefited from the ABA more than the GBA, but the students with lower spatial ability did not. Future research into animation-based testing design should carefully take the individual differences in spatial ability into account.
|
|---|
