A Study of Online Dynamic Assessment—The Effects of Online Dynamic Assessment on Seventh-Grader’ Science Reading Comprehension

• Main Authors: Chou, Yi-Jen, 周衣衽
• Other Authors: Wang, Jing-Ru
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/20578276028487517065

碩士 === 國立屏東教育大學 === 數理教育研究所 === 101 === The main purpose of this study is to explore the changes in student science reading ability as time passes in the Dynamic Assessment for Reading Comprehension on Science, to explore how students with different language deduction abilities change in their science reading abilities in dynamic assessment instruction, as well as the effect of online dynamic assessment instruction on the science reading comprehension of students. Furthermore, this study explores the effect of online dynamic assessment instruction on science reading comprehension of students. The research subjects were 275 seventh grade students in a junior high school in southern Taiwan. Based on quasi-experiment design, time series was conducted to understand the changes in students’ science reading ability in the process of participating in an online dynamic assessment activity. The research tool included the online dynamic assessment test questions, online science reading comprehension test questions, and Chinese version of online science reading comprehension questionnaire. Statistical methods included latent growth curve modeling and analysis of covariance. The main findings of this study are as follows: (1) Online dynamic assessment instruction produces significant growth in the science reading abilities of students. Growth rate of scientific reading ability GPA-DARCS than the N-DARCS more, and have significant differences. (2) On science reading metacognition reading comprehension on science test GPA-DARCS and the N-DARCS have no significant difference. (3) On chinese version of Index of Science Reading Awareness(ISRA) GPA-DARCS and the N-DARCS have no significant difference.