| Summary: | 碩士 === 國立臺北教育大學 === 資訊科學系碩士班 === 102 === This research combined two-tier tests with a dynamic assessment system and used it as a conceptual diagnostic tool to gain insight into the status of students’ understanding of fractions. The research further gave individualized remedial instruction according to the misconceptions of the students and thus gained an understanding of the effectiveness and satisfaction that students have mustered about fractions. This study used the nonequivalent pretest-posttest control group design on two fifth-grade classes of an elementary school in New Taipei. One class, with 36 students, was the experiment group, and the other class, 32 students, was the control group.
The findings of this research are as follows.
1.Combining two-tier tests with either traditional teaching methods or a dynamic assessment system both produced after-experiment test scores that were significantly higher than before-experiment scores. It showed that two-step tests offered self-correcting effects.
2.Students in the experiment group showed levels of conceptual understanding of fractions that were significantly better than those of the control group. It showed that the gradual hints that the system provided for students were beneficial to the elevation of learning effectiveness.
3.Students in the experiment group were generally positive about using the two-tier tests on a dynamic assessment system.
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